In doing some research on pain, I came across an open access journal article on an experiment that was testing the effectiveness of pain reprocessing therapy. Their control conditions were usual care and an open-label placebo (Ashar et al., 2022). An open-label placebo (aka non-deceptive placebo) is one where the study volunteers are told that they are being given a placebo. In that study, the placebo did confer some painkilling benefits, but the clear winner was pain reprocessing therapy. Yay! But what about this non-deceptive placebo business? Here's another open access article that used a non-deceptive placebo (Guevarra et al., 2024). This experiment was on reducing depression, anxiety, and stress that were COVID-related. The researchers used the non-deceptive placebo as the experimental condition. The control condition received no treatment, just an assessment. “We hypothesized that the non-deceptive placebo intervention would reduce COVID-related stress, overall stress, anxiety, and depression compared with the control group” (Guevarra et al., 2024, p. 3). Their study took place in Spring 2021 when many places were still under COVID lockdown when COVID-related stress was common. If you would like to give your students some experimental design practice either right after covering experiments in the research methods chapter or as an experimental design booster when you cover stress, give your students this hypothesis, and ask them to fill in a source of stress for students like themselves: “The non-deceptive placebo intervention would reduce [source of stress] stress, overall stress, anxiety, and depression compared with the control group.” The source of stress could be something like food insecurity, financial worries, or major exams. Really, anything students find stressful works. Ask students to work in small groups to design an experiment that would test their hypothesis. Students should identify the independent variable and its levels and the dependent variable. They should also give consideration to where researchers conducting such a study would find volunteers. After discussion has subsided, invite a volunteer from each group to share the experiment their group designed. For the COVID-stress study, researchers recruited participants on social media. Each participant was paid a total of $60 for completing all four sets of surveys (enrollment, baseline, midpoint, and endpoint). They only included adults who were experiencing COVID-related stress as measured by the COVID Stress Scale. Participants were randomly assigned to the control condition or to the non-deceptive placebo condition. Those in the non-deceptive placebo received information on what a non-deceptive placebo is and how effective they are. Since this study was conducted remotely, participants in this condition were sent placebos in the mail. The participants were instructed to take the pills for two weeks, one pill with breakfast and one pill with or after dinner. Where does one get placebos, you ask? Amazon. For this study, researchers used Zeebo’s blue and white capsules. Zeebo markets themselves as “the world’s leading placebo brand.” Their placebos are considered a dietary supplement. I suppose they have to be something, and they’re clearly not a drug. The directions on the Zeebo bottle: “For bothersome symptoms. Take as needed.” Disclaimer: “You may or may not respond to placebo. Do not use Zeebo to replace or delay medical treatment.” And it was only after typing Zeebo four times did I finally realize it’s “placebo” without the “pla.” They’re not cheap at $24.45 for 45 capsules ($22.45 if you do ‘subscribe and save’). You can get a 30-count placebo pill made by a brand called Generic for $14.95. In short, expect to pay about 50 cents for each pill. Although the more expensive the placebo, the more effective it is (Díaz-Lago et al., 2023). Given that, I’d encourage Zeebo to add a more expensive placebo to their product line: Zeebo Extra Strength.   The non-deceptive placebos were effective in reducing COVID stress, overall stress, anxiety, and depression. The control group also experienced decreases in all four measures, but the decreases for the participants in the non-deceptive placebo were much greater (Guevarra et al., 2024). If you’d like to read more about non-deceptive placebos, here’s an open access review and meta-analysis from the journal Nature in 2023 (Spille et al., 2023).     References Ashar, Y. K., Gordon, A., Schubiner, H., Uipi, C., Knight, K., Anderson, Z., Carlisle, J., Polisky, L., Geuter, S., Flood, T. F., Kragel, P. A., Dimidjian, S., Lumley, M. A., & Wager, T. D. (2022). Effect of pain reprocessing therapy vs placebo and usual care for patients with chronic back pain: A randomized clinical trial. JAMA Psychiatry, 79(1), 13. https://doi.org/10.1001/jamapsychiatry.2021.2669 Díaz-Lago, M., Blanco, F., & Matute, H. (2023). Expensive seems better: The price of a non-effective drug modulates its perceived efficacy. Cognitive Research: Principles and Implications, 8(1), 8. https://doi.org/10.1186/s41235-023-00463-4 Guevarra, D. A., Webster, C. T., Moros, J. N., Kross, E., & Moser, J. S. (2024). Remotely administered non‐deceptive placebos reduce COVID‐related stress, anxiety, and depression. Applied Psychology: Health and Well-Being, aphw.12583. https://doi.org/10.1111/aphw.12583 Spille, L., Fendel, J. C., Seuling, P. D., Göritz, A. S., & Schmidt, S. (2023). Open-label placebos—A systematic review and meta-analysis of experimental studies with non-clinical samples. Scientific Reports, 13(1), 3640. https://doi.org/10.1038/s41598-023-30362-z     ... View more

I’m a fan of infusing research methods throughout the Intro Psych course. We introduce psychology’s most common research methods early in the course, but we should revisit them every now and again in the context of psychology’s content to help make them stick. Think spacing effect.   First, a note on getting journal articles. For college and university faculty, accessing journal articles through their library’s databases is usually a pretty easy process. If your library doesn’t have it, you can request it through interlibrary loan (ILL). For high school teachers, getting research articles can be challenging. Some journals will make some articles freely available. Some authors make their articles freely available to download via ResearchGate. You will need a ResearchGate account, but it is free to join. Other authors—or the same authors, but different journal articles—will give you the option to contact them via ResearchGate for a copy of their article. If the author isn’t on ResearchGate, email them directly to ask for a copy of their article. Provide a full citation. Researchers may publish several articles on the same topic in the same year. Wherever you find an abstract, you can often find the email address of the lead author. If you can’t find the email address, you can usually find their affiliation. An Internet search of their name and affiliation will usually yield a page at their institution that includes an email address. Do not ever feel shy about contacting researchers to request a pdf of an article or to ask questions about their research. The vast majority of researchers, frankly, are thrilled to learn that someone is interested in their research. I’m not kidding. Interlibrary loan (ILL) may be another option for you. Ask your public library librarians if they do ILL for journal articles. Also, don’t be afraid to ask your friends who are college or university faculty. Just be sure to rotate your requests through your network. You don’t want to wear out your welcome with one person with a single request for a dozen articles! Finally, be aware that some of the classic case studies discussed in Intro Psych textbooks are not good examples, such as Phineas Gage. “Recent historical work, however, suggests that much of the canonical Gage story is hogwash, a mélange of scientific prejudice, artistic license, and outright fabrication,” writes one of my favorite science writers, Sam Kean (Kean, 2014). (If you have not yet read Kean’s book The Tale of the Dueling Neurosurgeons, I highly recommend it. Kean dives into each major area of the brain, discussing both its history and current research.) Below are some case study examples, organized by pillar (Gurung et al., 2016). As with all research articles, you don’t have to understand every word to get the point. That’s probably a message worth communicating to our students. Researchers write journal articles for other researchers who are doing research in their same area. They are not writing for a general audience. Even researchers who work in other areas of the field may not grasp every word. And that’s okay! If you can get enough of the big picture to share the research with students—even if it’s in broad strokes—you are good to go. Here's an example of where I needed help with the big picture. I wrote a blog post recently on how the mapping of the motor cortex that we’ve taught for decades is wrong (Frantz, 2024). It was based on fMRI findings researchers published in the journal Nature (Gordon et al., 2023); the article is freely available. The lead author, Evan M. Gordon, is a radiologist at the Washington University School of Medicine. I am absolutely certain radiologists would understand just about every word in that article. I, however, am not a radiologist. I’m not even a biopsychologist; my background is in social psychology. With a rudimentary understanding of biology, however, I could grasp most of the article, but there were places where I struggled enough that I could not quite see the big picture. So, I did the only reasonable thing. I emailed Gordon. He replied very quickly—and graciously. It took an exchange of just a few emails for me to get it. The result was that blog post.   Biological Stevens, J. A., Cole, W. G., & Vishton, P. M. (2012). Using touch or imagined touch to compensate for loss of proprioception: A case study. Neurocase, 18(1), 66–74. https://doi.org/10.1080/13554794.2011.556124. [Download full text via ResearchGate.] Feinstein, J. S., Adolphs, R., Damasio, A., & Tranel, D. (2011). The human amygdala and the induction and experience of fear. Current Biology, 21(1), 34–38. https://doi.org/10.1016/j.cub.2010.11.042. [Full text available.] Tuckute, G., Paunov, A., Kean, H., Small, H., Mineroff, Z., Blank, I., & Fedorenko, E. (2022). Frontal language areas do not emerge in the absence of temporal language areas: A case study of an individual born without a left temporal lobe. Neuropsychologia, 169, 108184. https://doi.org/10.1016/j.neuropsychologia.2022.108184. [Download full text via ResearchGate.]   Cognitive Linden, M. V. (1996). Semantic memory and amnesia: A case study. Cognitive Neuropsychology, 13(3), 391–414. https://doi.org/10.1080/026432996381953. [Download full text via ResearchGate.] Gould, C., Froese, T., Barrett, A. B., Ward, J., & Seth, A. K. (2014). An extended case study on the phenomenology of sequence-space synesthesia. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.00433 [Download full text.]     Developmental Kocabaş-Gedik, P., & Ortaçtepe Hart, D. (2021). “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity & Education, 20(2), 103–117. https://doi.org/10.1080/15348458.2020.1726756 [Request full text from the authors via ResearchGate.] Nelis, P., Pedaste, M., & Šuman, C. (2023). Applicability of the model of inclusive education in early childhood education: A case study. Frontiers in Psychology, 14, 1120735. https://doi.org/10.3389/fpsyg.2023.1120735 [Download full text.]     Social & Personality Herrick, S. S. C., Rocchi, M. A., & Couture, A. L. (2020). A case study exploring the experiences of a transgender athlete in synchronized skating, a subdiscipline of figure skating. Journal of Sport and Social Issues, 44(5), 421–449. https://doi.org/10.1177/0193723520919816. [Request full text from the authors via ResearchGate.]   Ferguson, D., & Martin-Dunlop, C. (2021). Uncovering stories of resilience among successful African American women in STEM. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-020-10006-8. [Request full text from the authors via ResearchGate.] Leporelli, E., & Santi, G. (2019). From psychology of sustainability to sustainability of urban spaces: Promoting a primary prevention approach for well-being in the healthy city designing. A waterfront case study in Livorno. Sustainability, 11(3), 760. https://doi.org/10.3390/su11030760. [Download full text via ResearchGate.] Hu, X., Sidhu, G. K., & Lu, X. (2022). Exploring positive psychology factors in the quality of English as a foreign language classroom life: A case study. Environment-Behaviour Proceedings Journal, 7(22), 17–22. https://doi.org/10.21834/ebpj.v7i22.4153. [Download full text via ResearchGate.]   Mental & Physical Health Black, Z. A., & McCarthy, P. (2020). A case study of a trainee sport psychologist adopting a person-centred approach with a professional basketball player. Sport & Exercise Psychology Review, 16(2), 74–83. https://doi.org/10.53841/bpssepr.2020.16.2.74. [Author’s accepted manuscript.] Borg, M. B. (2002). The Avalon Gardens Men’s Association: A Community health psychology case study. Journal of Health Psychology, 7(3), 345–357. https://doi.org/10.1177/1359105302007003226. [Request full text from the author via ResearchGate.] Blackwell, S. E., & Holmes, E. A. (2017). Brightening the day with flashes of positive mental imagery: A case study of an individual with depression. Journal of Clinical Psychology, 73(5), 579–589. https://doi.org/10.1002/jclp.22455. [Download full text.]     References Frantz, S. (2024, July 20). The classic motor cortex map is wrong. Macmillan and BFW Teaching Community. https://community.macmillanlearning.com/t5/psychology-blog/the-classic-motor-cortex-map-is-wrong/ba-p/21746 Gordon, E. M., Chauvin, R. J., Van, A. N., Rajesh, A., Nielsen, A., Newbold, D. J., Lynch, C. J., Seider, N. A., Krimmel, S. R., Scheidter, K. M., Monk, J., Miller, R. L., Metoki, A., Montez, D. F., Zheng, A., Elbau, I., Madison, T., Nishino, T., Myers, M. J., … Dosenbach, N. U. F. (2023). A somato-cognitive action network alternates with effector regions in motor cortex. Nature, 617(7960), 351–359. https://doi.org/10.1038/s41586-023-05964-2 Gurung, R. A. R., Hackathorn, J., Enns, C., Frantz, S., Cacioppo, J. T., Loop, T., & Freeman, J. E. (2016). Strengthening Introductory Psychology: A new model for teaching the introductory course. American Psychologist, 71(2), 112–124. https://doi.org/10.1037/a0040012 Kean, S. (2014, May 7). Phineas Gage, neuroscience’s most famous patient. Slate. https://slate.com/technology/2014/05/phineas-gage-neuroscience-case-true-story-of-famous-frontal-lobe-patient-is-better-than-textbook-accounts.html ... View more

Road rage has been in our local news this spring. Last month, a man was found guilty of aggravated battery with a deadly weapon with a firearm enhancement for shooting a bicycle rider in October 2022. The man was driving a vehicle that almost hit the bike rider. The bike rider yelled at the driver. The driver got out of his vehicle and pushed the bike rider to the ground. The bike rider got up and pushed the driver back. When the bike rider turned to walk away, the driver pulled out a handgun and shot the bike rider in the face. The driver got back in his vehicle and drove away. The bike rider survived the shooting. There were a number of witnesses to the incident who photographed the license plate of the driver’s vehicle so identifying the driver was not difficult (Groves, 2024). Sentencing will be at a later date. On May 24, 2024, an older driver and a teenage driver pulled into the parking lot of a high school. Witnesses saw the two drivers exit their vehicles. The teenager pulled out a gun and shot the older driver. The teenager drove away. The older driver died at the scene. The police are still sorting out the cause of the shooting, but they believe road rage is likely. The teenager is in custody (Ibave, 2024). To anyone who tends to get angry with other drivers, please leave your guns at home—ideally, locked up where children and thieves cannot get to them. Angry drivers—even without a firearm—are still in control of a deadly weapon. Our vehicles are effectively missiles—2,000 pounds of projectile, loaded with several gallons of flammable liquids, and with the ability to travel at over 100 miles per hour. Within seconds, an angry driver can kill another person. Because the angry driver was unable—or unwilling—to regulate their emotions, a person is dead and the angry driver is headed to prison for murder. In this open access article (Bjureberg & Gross, 2021), researchers offer a model for how the emotions in a road rage experience come into being (emotion generation) and how a driver can use emotion regulation to short circuit those emotions. One of the American Psychological Association’s integrative themes is “applying psychological principles can change our lives, organizations, and communities in positive ways” (APA, 2022). Here is an opportunity to give your students a chance to do just that. Divide your class into eight small groups. If your class is larger, divide the class into 16 or 24 small groups. One group is assigned the task of illustrating the problem with road rage. Each of the remaining groups is assigned one of seven emotion regulation strategies from the article. The problem with road rage 4.1.2 Identification-stage strategies 4.2.2 Selection-state strategies 4.3.2 Implementation‐stage situational strategies 4.3.3 Implementation‐stage attentional strategies 4.3.4 Implementation‐stage cognitive strategies 4.3.5 Implementation‐stage response modulation strategies 4.4.2 Monitoring‐stage strategies. Each group’s task is to create an infographic that illustrates the problem (group one) or the strategies (groups two through eight). Work with the powers-that-be at your institution to get the infographics printed and posted. If budget limitations mean only being able to post them in your classroom, then at least everyone who comes through your classroom will see them. Even if your students are online, their infographics can still be posted in a psychology classroom. Because the posters will be publicly displayed, do at least one round of peer review where the members of two other groups review another group’s infographic. Because students can be reluctant to critique the work of their fellow students, explain that it’s better that the critiques come from classmates than from everyone else at your institution once the infographics go public. To drive the point home, consider requiring each peer reviewer to note at least one area where the infographic can be improved. Points will be docked for not noting one area of improvement. Here is a sample rubric your students can use to evaluate their own work and the work of their peers. If you are not an expert at designing infographics—I know I am not—this website has some tips. If you are feeling especially sporty, partner with a graphic design instructor at your institution. Once your groups know what information they want to convey, each of your groups would be partnered with one or more graphic design students who would actually design the infographic. Make clear, however, that the final approval of the design would come from your groups.     References APA. (2022). Psychology’s Integrative Themes. American Psychological Association. https://www.apa.org/ed/precollege/undergrad/introductory-psychology-initiative/student-learning-outcomes-poster.pdf Bjureberg, J., & Gross, J. J. (2021). Regulating road rage. Social and Personality Psychology Compass, 15(3), e12586. https://doi.org/10.1111/spc3.12586 Groves, J. (2024, April 11). The man who shot NMSU student Daniel Garcia in a road rage found guilty by Las Cruces jury. Las Cruces Sun-News. https://www.lcsun-news.com/story/news/crime/2024/04/11/road-rage-shooter-found-guilty-by-las-cruces-jury/73265714007/ Ibave, D. (2024, May 24). Juvenile in custody after deadly road rage shooting at Anthony, NM high school. KFOX. https://kfoxtv.com/news/local/shooting-outside-empty-anthony-nm-high-school-prompts-lockdown-no-injuries-reported-new-mexico-gadsden-high-school-independent-school-district-isd-gisd ... View more

I’ve been thinking a lot lately about recreational fear. (See my first writing on the topic posted in October 2023). As a newly-minted honorary member of the research team at the Recreational Fear Lab at Aarhus University in Denmark (thank you Mathias Clasen!), I’ve had even more reason to think about recreational fear. Proof of my honorary membership to the Recreational Fear Lab research team   According to a national survey of Intro Psych instructors, 64% of us cover emotion (Richmond et al., 2021). For the third who don’t, I encourage you to give covering it some consideration. If the theories of emotion don’t do much for you, leave those out. In other blog posts, such as this one from September 2022, I’ve discussed covering emotion regulation strategies. There are plenty of examples of people making poor emotion regulation choices, such as frustrated Denver Nuggets player Jamal Murray throwing a heat pack onto the basketball court as an opposing player drove for a layup (Li, 2024). Helping students understand the different types of emotion regulation strategies might help them make better emotion regulation choices. (There’s an empirical question worthy of study.) Here are the five emotion regulation strategies (McRae & Gross, 2020). Situation selection: choosing situations to elicit or not elicit specific emotions Situation modification: changing an existing situation to elicit or not elicit specific emotions Attentional deployment: shifting attention in an existing situation to elicit or not elicit specific emotions Cognitive change: reframing an existing situation or its elements to elicit or not elicit specific emotions Response modulation: employing behavior that reduces the strength of a specific emotion once it has occurred One way to help students understand emotion regulation strategies is—after explaining the strategies—to ask students to think about those strategies in terms of recreational fear, which we can loosely define as fear that is fun. Let’s use horror movies as an example of recreational fear. Situation selection. We watch horror movies in order to experience fear in a safe space where there is no actual danger from a murderer with a chainsaw. Situation modification. While watching a horror movie, we may cover our eyes during some scenes in order to reduce the amount of fear we experience. Attentional deployment. Rather than focus on the action in a particular scene, we may pay attention to the quality of the cinematography or admire the skill of the makeup artists. Or take the opportunity to fish out the last milkdud stuck to the bottom of the box. Cognitive change. “I’m not scared. I’m excited to see what is going to happen next!” Response modulation. “I am scared out of my mind right now. I’m going to take some deep breaths to reduce the intensity of what I am experiencing. If your students seem into the topic of recreational fear, give them the opportunity to explore the topic further. Here are some possible discussion questions. What are some other examples of recreational fear?   Some people enjoy some types of recreational fear more than others. Why might that be? Might there be personality differences? If so, what might those be? Are all horror the films the same? Or are there different types of horror films? If so, how do they differ? When does recreational fear cross the line into being real fear?     References Li. (2024, May 7). Denver Nuggets star Jamal Murray throws heat pack on court during game, slammed as “inexcusable and dangerous.” NBC News. https://www.nbcnews.com/news/sports/denver-nuggets-star-jamal-murray-throws-heat-pack-court-game-slammed-i-rcna151021 McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1–9. https://doi.org/10.1037/emo0000703 Richmond, A. S., Boysen, G. A., Hudson, D. L., Gurung, R. A. R., Naufel, K. Z., Neufeld, G., Landrum, R. E., Dunn, D. S., & Beers, M. (2021). The Introductory Psychology census: A national study. Scholarship of Teaching and Learning in Psychology, 7(3), 163–180. https://doi.org/10.1037/stl0000277       ... View more

With the NCAA women’s and men’s basketball tournaments behind us, the NBA playoffs coming up, and the WNBA season starting soon, here’s a timely research paper on free throw shooting (Büttner et al., 2024). While most basketball play involves interactions between players, the free throw is unique. Everything comes to a standstill while a player—with all eyes on them—attempts to make a basket from 15 feet away.  While waiting to make the free throw, players have time to think. That’s not a good thing in a sport that relies on a brain that automatically runs programs for particular sets of muscle movements. Of all the activities in basketball—because of the time to think—the free throw may be the most susceptible to stress-induced errors. If stress can impact free throw accuracy, Christiane Büttner (University of Basel), Christoph Kenntemich (Universität Koblenz-Landau), and Kipling D. Williams (Purdue University) wondered if social support could reduce the stress thereby increasing accuracy (Büttner et al., 2024). Read  their paper on ResearchGate. The researchers had three hypotheses, but for the purpose of this activity, let’s focus on this one: “Only after missing the first free throw (but not when the first free throw was successful), does being touched by more (vs. fewer) teammates increase the likelihood of success with the second free throw” (Büttner et al., 2024, p. 2). If basketball is not your sport, this video will help you understand what the post-free-throw touching looks like. During the third quarter of the Iowa-UConn women’s NCAA 2024 final, UConn’s Aaliyah Edwards was fouled. She went to the line for two free throws. (Watch video.) After missing the first one, One of the two teammates in front of her (#25) tap her hands. Edwards turned around, and the two teammates behind her tap her hands. When Edwards turned back toward the free throw line, the teammate who missed the tap (#10) was standing there waiting to do her tap. That’s all four teammates. Edwards stepped to the line for her second shot. (Spoiler alert!) She made it. Was Edwards’ experience typical? Do hand taps following a missed free throw predict a made free throw on the next shot? To do this study, the researchers took an archival approach. Using the recordings of 50 Division I Atlantic Coast Conference (ACC) women’s basketball games, they measured several variables with the key measures being the outcome of the first and second free throws (they only looked at free throws that came in pairs) and the number of hand taps after the first free throw. They observed 699 pairs of free-throws. They found that if a player missed the first free throw, the more teammates who tapped their hand, the greater the chance that the player would make their second free throw. If a player made the first free throw, the number of hand taps did not predict the making of the second free throw. Ask your students to determine if this was a correlational study or an experiment. How do they know?  The researchers wrote: “[W]e do acknowledge that our findings are correlational and the caveats that come with that” (Büttner et al., 2024, p. 6). Teams were not, for example, randomly assigned to tap the hand of the free-throw shooting player zero to four times. Unfortunately, this doesn’t stop the researchers from making a causal statement in the next paragraph: “Physical touch by teammates boosts performance in one of the most stressful athletic tasks imaginable: Succeeding with a free throw in basketball after already missing one” (Büttner et al., 2024, p. 6). They do, however, encourage experimental research: “Future experimental research should determine whether physical touch improves performance as an active ingredient or whether more frequent touch is a symptom of better team cohesion and, consequentially, better performance under pressure” (Büttner et al., 2024, p. 6). After sharing this study with students, there are a couple of different directions you could take this. Choose your own adventure. Option 1: Experiment. Ask students to work in small groups to design an experiment that would test this hypothesis: “Only after missing the first free throw (but not when the first free throw was successful), …being touched by more (vs. fewer) teammates increase[s] the likelihood of success with the second free throw”(Büttner et al., 2024, p. 2). Participants would need to be randomly assigned to conditions. Students should identify the independent variable (including its levels) and the dependent variable. Ethics add-on: If this experiment were done with real teams—assuming it could be done without the participants being influenced by knowing the hypothesis, discuss the ethical implications of a study that may cause a team to score fewer points. Option 2: Correlation. Ask students to work in small groups to design a correlational study that would test this hypothesis: “[M]ore frequent touch is a symptom of better team cohesion” (Büttner et al., 2024, p. 6). First, create a measure of team cohesion. (Some research has been published in the context of work teams. One alternative is to ask students to do some research and adapt something that has already been created.) Next, describe how you could use that measure to test the hypothesis.     Reference Büttner, C. M., Kenntemich, C., & Williams, K. D. (2024). The power of human touch: Physical contact improves performance in basketball free throws. Psychology of Sport and Exercise, 72, 102610. https://doi.org/10.1016/j.psychsport.2024.102610       ... View more

Walking in nature is good for us, but what if we’re looking at our phones while we’re walking in nature? Is that walk still beneficial? Researchers Randi Collin and Elizabeth Broadbent at the University of Auckland recognized that this was an empirical question (Collin & Broadbent, 2023). If you’d like to give your students some experimental design practice when you cover stress and coping, ask your students to work in small groups to design an experiment that would test one of Collin and Broadbent’s hypotheses: “phone walking would cause stooped posture, slower walking, lower arousal, and worse mood and affect than walking without a phone.” Students should identify their dependent variables and the experimental and control conditions of their independent variable, including operational definitions. Because this is an experiment, remind students that in their proposed study, participants will need to be randomly assigned to conditions. Invite each group to share their designs. As a take-home assignment, ask students to read Collin and Broadbent’s freely available research paper and answer these questions: The researchers had two hypotheses. One we discussed in class: “phone walking would cause stooped posture, slower walking, lower arousal, and worse mood and affect than walking without a phone.” What was their second hypothesis? What was the study’s independent variable? Identify the experimental and control conditions. What operational definitions for each did the researchers use? When identifying participants for their study, researchers had two requirements that participants had to meet. What were they? When identifying participants for their study, researchers had two things that would exclude a volunteer from their study. What were they? From the “measures” section of the article, identify all of the dependent variables the researchers measured. What operational definitions for each did the researchers use? For each dependent variable, describe whether the researchers found any statistically significant differences between the two conditions. (The article refers to significant differences, but it is understood that they mean statistically significant differences.) Near the end of the discussion section, the researchers identify several limitations in this study. Each limitation is effectively a hypothesis and an invitation to other researchers to test these hypotheses. Choose one of their identified limitations, create a hypothesis based on that limitation, and then design an experiment to test that hypothesis. Identify your dependent variables and the experimental and control conditions of your independent variable. Be sure to include operational definitions.     Reference Collin, R., & Broadbent, E. (2023). Walking with a mobile phone: A randomised controlled trial of effects on mood. Psych, 5(3), 715–723. https://doi.org/10.3390/psych5030046     ... View more

In eight days, I officially retire from Highline College, where I’ve taught since 2001. For a number of months, I’ve been saying that I’m pre-semi-retired. It occurred to, however, that that’s hogwash. I’m actually differently employed. More on that in a bit. Since I announced to my colleagues that I was going to retire in fall 2023, I’ve had several people ask me about whether I had concerns about losing my professional identity. No, I don’t. In fact, I have so few concerns about it that it never occurred to me that I might no longer see myself as a professor. Years ago, my wife and I were watching some sort of sporting event. One of the broadcast analysts was once a coach, and everyone kept calling them “coach.” My wife said something like, “Oh! ‘Coach’ is an honorific. Once a coach, always ‘coach.’” Now that I’m close to no longer being a full-time professor, “professor” feels the same to me as “coach.” And, really, they’re pretty similar professions. There are other reasons that I don’t see me shedding my professor identity. For example, I can teach a class as an adjunct if I’d like. It’s hard to not see myself as a professor if I am professing to a class of students. Also in my professorial role, I am writing textbooks. I have an Intro Psych textbook on the market now and a Social Psych textbook will be published in the next year. Textbook writing feels a lot like teaching; I curate psychological science and explain it to students. As everyone who has been teaching for a while can attest, students comprise just one part of our teaching role. We also ‘teach’ colleagues. The ‘lessons’ commonly start with a colleague saying, “Hey, do you have a minute? I’d like some advice on…” I’m still doing that. While I don’t get as many questions as I did when I was full-time, I get the occasional text or have such a conversation at a conference. These blog posts are just another form of that. More generally, there are plenty of things I’m doing to maintain my happiness as I slide into the next chapter of my life. For all of my colleagues in the professoriate who are considering retiring or who have made the leap, let’s use the PERMA model of subjective well-being (Seligman, 2018) to see how things might go. P is for positive emotions One of the joys of retirement is that we get to choose to get involved in projects that are fun without having to suffer through job responsibilities that are, well, insufferable. Teaching a class as an adjunct? Fun! Chairing a search committee? Not fun! We know all of the things we should do to manage stress: eat well, exercise, sleep. With retirement we may find that we have even more time to do those things. My wife and I have more time to plan, shop for, and make meals. We have a basic home gym (dumb bells and a rowing machine), and we block out time on the calendar to use it. And sleep—I go to bed when I want (early!), and I get up when I want (early!). E is for engagement Flow. Let’s completely lose ourselves in the activities we enjoy. Writing frequently does that for me. Not always, but frequently. Most of my friends have hobbies that engage them. After retiring, they have more time to do the activities they love. R is for relationships The loss of work relationships is a real concern for most everyone who is considering retirement. That was one of the many lessons of COVID. Those of us who were sent home to work learned what it was like to no longer have hallway conversations. I know I couldn’t have told you how important those conversations were until they were gone. There are some Highline College colleagues that I occasionally exchange texts and emails with. My professional circle is much greater that, though. My wife refers to all of my non-Highline psychology colleagues in the collective as the “psychosphere.” Because I never saw them (you!) in the hallways of my college, I don’t feel like I’ve lost them (you!). As some work relationships fade with time, retirement gives us the opportunity to build new ones. I wrote a few weeks ago about how becoming a regular someplace can provide important relationships (Frantz, 2023). Online forums can provide similar opportunities. The Society for the Teaching of Psychology (STP) recently launched affinity groups that give STP members with shared identities or experiences the opportunity to meet and discuss important and not-so-important topics in an online forum. Conferences were another place where we were able to connect—confer—with colleagues. I’ll confess that well before I retired my primary purpose for attending conferences was to meet with my friends and make new friends. In SPQR: A History of Ancient Rome, the author and Roman historian Mary Beard tells us that Polybius (200 BCE – 118 BCE) supposedly advised a young man, “Never come back from the Forum…until you have made at least one new friend” (Beard, 2016, p. 184). If we are not yet friends and you see me at a conference, please say hi. Remember that I’m following Polybius’s advice. After every conference trip, I need to have made at least one new friend. Attending conferences is more challenging as a retiree because your institutional travel support is gone. This is less of an adjustment for those who were at institutions that didn’t provide much or any travel support to begin with. Who knew that there’d be a plus side to that? If you have money budgeted for travel, consider building a vacation around a conference. NEPA/NECTOP are in Worcester, MA in early October 2023. My wife and I will be coming in a few days early and leaving a few days after so we can spend some time touring New England. Or, if you’re lucky, a conference may be held near your city. Here are some conferences worth considering. Some even have reduced registration rates for retirees. For example, STP’s ACT early bird registration for retirees (and adjuncts and high school teachers) is $35 less than the regular rate: NEPA/NECTOP (Oct 2023). Worcester, MA STP’s ACT (Oct 2023). Portland, OR NITOP (Jan 2024). Bonita Springs, FL EPA (Feb/Mar 2024). Philadelphia, PA SWPA (Mar 2024). San Antonio, TX RMPA (Apr 2024). Denver, CO SEPA (Apr 2024). Orlando, FL MPA (Apr 2024). Chicago, IL WPA (Apr 2024). San Francisco, CA Teaching Intro Psych (TIPNorthwest) (Apr 2024 – probably). Seattle, WA APS (May 2024). San Francisco, CA PsychOne (Jun 2024). Durham, NC APA (Aug 2024). Seattle, WA M is for meaning This may be the one that people contemplating retirement fear losing the most. The fear is not unwarranted. It’s not uncommon for recent retirees to struggle with finding meaning in their lives when for so long work provided so much of that meaning. These days, I get a lot of my meaning from writing. In addition to textbooks (including the Teaching Psychology book I have with Doug Bernstein and Steve Chew, I also have this blog and my Technology for Academics blog. I recently spoke with a publisher who was looking for someone to write a “how to teach Intro Psych” manual of sorts. While it’s not a project I can take on, it was a good reminder to let you know that if you’re interested in any kind of writing for publishers, let your book reps know. They’ll pass your contact information along to their editorial team. Lots of publishers are looking for people to create textbook supplements. Someone has to create the slide decks, instructor resource manuals, and test banks. It might as well be you. While writing a book is a significant commitment, a blog can be written on your own timeline. Here are some tips on getting started with blogs. Or maybe podcasts are more your thing. If you want to try out podcasting and you have an idea for a series, ask the good people at Psych Sessions (info@psychsessions.org) if they’d be interested in you being a series host. For example, a “where are they now?” series could be fun. You could have 30-minute conversations with teaching of psychology luminaries who have retired. What are they doing now? Or maybe you’d like to work one-on-one with someone who is new to teaching psychology. The Society for the Teaching of Psychology has a mentoring program where seasoned/experienced/veteran (you choose your adjective) faculty are paired with early career faculty or advanced graduate students. It’s a terrific opportunity to share your expertise. I also highly recommend getting involved in your professional associations. The Society for the Teaching of Psychology has a boatload of service opportunities—diversity and international, membership, resources, programming, awards. STP has something for everyone. You can always find current openings on the Get Involved page. A is for accomplishment Don’t underestimate the power of achieving goals. If you are about to retire or have recently retired, take some time to reflect on what you’ve accomplished (so far!) in your career. Now’s a good time to review your CV. What were your favorite classes to teach? Who are your most memorable students? What was your most satisfying research line? Who did you learn the most from? Who do you think learned the most from you? (Also, these are great questions for the guests on your “where are they now?” podcast series!) Now, what are your next set of goals? It’s time for a new chapter!   References Beard, M. (2016). SPQR: A history of ancient Rome. Profile Books. Frantz, S. (2023, August 21). Decreasing loneliness through weak ties: A survey example. Macmillan and BFW Teaching Community. https://community.macmillanlearning.com/t5/psychology-blog/decreasing-loneliness-through-weak-ties-a-survey-example/ba-p/19251 Seligman, M. (2018). PERMA and the building blocks of well-being. Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466   ... View more

The Introduction to Psychology course is the hardest course to teach because we do not have expertise in the vast majority of the material. When you teach Intro Psych for the very first time, you get used to saying, “I don’t know.” As the years have rolled by, I’ve accepted that “I don’t know” is just part of my Intro Psych teaching lexicon. For me, however, it’s not the not knowing that’s problematic. It’s all of the information that I thought I knew, but, alas, did not. Finding out that I’ve gotten something wrong makes me wish I could contact all of my previous students and say, “Hey! Remember that thing I told you about? No, you don’t remember? Well, anyway, it turns out I was wrong. Here’s the right information. Or at least here’s the right information as we know it today.” Okay, maybe it’s best that I can’t contact my previous students. In some cases, the scientific research has given us updated information. For example, research published a week ago in Nature reveals that the motor cortex is not all about motor control (Gordon et al., 2023). There are pockets of neurons in between the motor control sections of the motor cortex that connect with other parts of the body. “As a result, the act of, say, reaching for a cup of coffee can directly influence blood pressure and heart rate. And the movement is seamlessly integrated into brain systems involved in planning, goals and emotion” (Hamilton, 2023). This is a beautiful example of the first of APA’s overarching themes for Intro Psych: “Psychological science relies on empirical evidence and adapts as new data develop” (Halonen et al., 2022) In some cases what I got wrong was me just not understanding. For example, if you used to teach that the cat running to the sound of the can opener was classical conditioning, you can identify with what I’m saying. (See this 2016 blog post for the explanation as to why this is not classical conditioning, but operant conditioning.) While I don’t have any suggestions on how we can speed up science, I do have some suggestions on how we can mitigate how much stuff we don’t understand, and, thus, mis-teach to our students. Here are some excellent books that will expand your Intro Psych knowledge. Most are written by experts in the field. Others were written by people who got deeply interested in the topic. If you have books that you have found useful for expanding your Intro Psych knowledge, please add them to the comments. Thanks! Neuroscience The tale of the dueling neurosurgeons: The history of the human brain as revealed by true stories of trauma, madness, and recovery written by Sam Kean Incognito: The secret lives of the brain by David Eagleman Livewired: The inside story of the ever-changing brain by David Eagleman Sensation and Perception An immense world: How animal senses reveal the hidden realms us by Ed Yong Perception: How our bodies shape our minds by Dennis Proffitt and Drake Baer Consciousness Why we sleep: Unlocking the power of sleep and dreams by Matthew Walker Buzzed: The straight facts about the most used and abused drugs from alcohol to ecstasy, 3e by, Cynthia Kuhn, Scott Swartzwelder, and Wilkie Wilson Development Breaking the age code: How your beliefs about aging determine how long and well you live by Becca Levy The gardener and the carpenter: What the new science of child development tells us about the relationship between parents and children by Alison Gopnik Memory The memory illusion: Remembering, forgetting, and the science of false memory by Julia Shaw Moonwalking with Einstein: The art and science of remembering everything by Joshua Foer Cognition Thinking fast and slow by Daniel Kahneman The undoing project: A friendship that changed our minds by Michael Lewis Emotion Aroused: The history of hormones and how they control just about everything by Randi Hutter Epstein Why zebras don’t get ulcers: the acclaimed guide to stress, stress-related diseases, and coping, 3e by Robert M. Sapolsky Stumbling on happiness by Daniel Gilbert Social Aggression and violence: A social psychological perspective by Brad J. Bushman Kitty Genovese: The murder, the bystanders, and the crime that changed America by Kevin Cook Personality Quiet: The power of introverts in a world that can’t stop talking by Susan Cain   References Gordon, E. M., Chauvin, R. J., Van, A. N., Rajesh, A., Nielsen, A., Newbold, D. J., Lynch, C. J., Seider, N. A., Krimmel, S. R., Scheidter, K. M., Monk, J., Miller, R. L., Metoki, A., Montez, D. F., Zheng, A., Elbau, I., Madison, T., Nishino, T., Myers, M. J., … Dosenbach, N. U. F. (2023). A somato-cognitive action network alternates with effector regions in motor cortex. Nature. https://doi.org/10.1038/s41586-023-05964-2 Halonen, J., Thompson, J. L. W., Whitlock, K. H., Landrum, R. E., & Frantz, S. (2022). Measuring meaningful learning in Introductory Psychology: The IPI student learning outcomes. In R. A. R. Gurung & G. Neufeld (Eds.), Transforming Introductory Psychology: Expert advice on teacher training, course design, and student success (pp. 57–80). American Psychological Association. Hamilton, J. (2023, April 20). An overlooked brain system helps you grab a coffee—And plan your next cup. NPR. https://www.npr.org/sections/health-shots/2023/04/20/1171004199/an-overlooked-brain-system-helps-you-grab-a-coffee-and-plan-your-next-cup         ... View more

Lots of people want to know the key to happiness. In my Intro Psych course, we cover Seligman’s PERMA model (Seligman, 2018). The PERMA model provides pretty good formula. P is for positive emotions. Emotion regulation, stress reduction, and coping strategies can all help foster positive emotions. E is for engagement. Mindfulness can help us stay engaged in the moment. Activities that foster a state of flow will do it, too. R is for relationships. We are happier when we feel connected to others. Those connections do not need to be deep. Casual conversation with strangers can help us feel like we are part of a community. M is for meaning. Feeling like our lives have meaning and purpose contribute to our sense of happiness. Doing meaningful work—in a job for pay or as a volunteer—is one path. Some find meaning through their religious beliefs or through their family. A is for accomplishment (or achievement). Accomplishing things we set out to do contributes to our happiness. Celebrate those achievements. After introducing the model, gives students a minute to think about someone they know who they believe is happy. Ask students to jot down what they’ve observed in this person that may fit each PERMA component. Next, give students an opportunity to share their observations in pairs or small groups. Invite volunteers to share examples from each component in turn. New retirees may face PERMA challenges. For example, when our work lives provide us with engaging activities, relationships with coworkers, days full of meaning, and opportunities for accomplishment, stepping away from work can leave a vacuum that may take us by surprise. Of all of these, losing relationships with coworkers may be the biggest hurdle with finding new meaning in life not far behind (Schulz & Waldinger, 2023). While much research has focused on the transitions from a life of work to retirement, that’s a bit far removed from the lives of most (but not all!) of our students. I wonder, too, about other kinds of life transitions. If time allows, ask your students to describe any PERMA-related challenges they faced as they moved from high school to college or to work. Or what PERMA-related challenges they can envision as they transition from college to their future work life. Consider taking a moment to reflect on your own PERMA state. In the components where you rate yourself as being a little thin, what changes can you make?   References Schulz, M., & Waldinger, R. (2023, March 10). An 85-year Harvard study on happiness found the No. 1 retirement challenge that “no one talks about.” CNBC. https://www.cnbc.com/2023/03/10/85-year-harvard-happiness-study-found-the-biggest-downside-of-retirement-that-no-one-talks-about.html Seligman, M. (2018). PERMA and the building blocks of well-being. Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466   ... View more

In one survey of Intro Psych instructors, 25% did not cover emotion (Nevid et al., 2023). That used to be me. As I wrote in this blog post from September, 2022, seeing the results of people losing their temper prompted me to add emotion—especially emotion regulation—into my Intro Psych course. As spring quarter came to a close, I asked my students for the top ten important things they learned in the course. (See this August 2019 blog post for details on my top ten assignment.) One of my students listed better anger management skills as her most important thing learned. While we didn’t discuss anger management explicitly, it doesn’t require much effort to see how the emotion regulation strategies would apply to managing anger specifically. There is plenty of evidence that a cause of procrastination is emotion regulation. In one intervention with college students, teaching them about emotion regulation strategies via online modules decreased reported incidents of procrastination as compared to waitlist controls (Schuenemann et al., 2022). The training used in that study totaled nine hours. I’m not sure that the training needs to be that extensive to have similar procrastination reduction effects. Would, say, 15 minutes of in-class time spent discussing how procrastination could be the result of emotion regulation be enough to help students reduce their own procrastination? There’s an empirical question ripe for investigation. If emotion regulation is a new topic for you, Stanford emotion regulation researcher James Gross gave an excellent 25-minute overview at the 2022 American Psychological Association convention. Watch it here.   References Nevid, J. S., Keating, L. H., & Jaeger, A. J. (2023). Topical coverage in teaching introductory psychology: A national survey of instructors. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000348 Schuenemann, L., Scherenberg, V., von Salisch, M., & Eckert, M. (2022). “I’ll worry about it tomorrow” – fostering emotion regulation skills to overcome procrastination. Frontiers in Psychology, 13, 780675. https://doi.org/10.3389/fpsyg.2022.780675 ... View more

The following would fit well with a discussion research methods, but would also work as a research methods booster in the social or emotion chapters. In a series of studies conducted under different field and lab conditions, researchers gave participants opportunities to engage in random act of kindness to evaluate the impact that kindness had on both the giver and the recipient (Kumar & Epley, 2022) (freely available). For the purpose of this blog post, I want to focus on study 2a: hot chocolate at the skating rink. After reading several of Kumar and Epley’s studies in this article, it makes me want to do random acts of kindness research. I want to spend a chunk of my day brainstorming random acts of kindness that I could encourage participants to do. I’m picturing Amit Kumar and Nicholas Epley sitting around on a cold day, and one of them saying, “You know what makes me happy? A hot beverage on a cold day.” And the other saying, “Especially if I’m really cold and the hot beverage is extra tasty.” It’s a short leap from there to an outdoor skating rink and hot chocolate. With the permission of the skating rink operators, researchers approached people, told them that they were conducting a study, and gave them a choice. Here’s a cup of hot chocolate. You can keep it for yourself or you can point out anyone here, and we’ll deliver it to the person. The researchers made deliberate use of demand characteristics to encourage giving away the hot chocolate. I’m picturing something like this spiel, “The entire reason we’re out here, bub, is to investigate the effects of random acts of kindness, so we’d really love it if you’d give this hot chocolate away. But, hey, if you want to keep it, you selfish lout, there’s nothing we can do about it.” Okay, they probably didn’t call them selfish louts, although that would have upped the demand characteristics ante. While 75 people agreed to give the hot chocolate away, nine (very cold people with low blood sugar perhaps) opted to keep it. The givers each identified one person at the outdoor skating rink to receive a hot chocolate delivery. For the dependent variables, each hot chocolate donor was asked three questions: how big do they think this act of kindness is (scale of 0 to 10), what’s your mood now having made the decision to give away the hot chocolate compared to normal (-5 to +5, where 0 is normal), and what they thought the mood of the recipient would be upon receiving the hot chocolate (same scale, -5 to +5 where 0 is normal).   Next, the researchers approached the identified recipients, explained that they were conducting a study, and that they gave people the choice to keep or give away a cup of hot chocolate. They further explained that a person chose to give away their cup of hot chocolate to them. At this point, I’m a little sorry that this was not a study of facial expressions. I would imagine that looks of confusion would dominate, at least at first. Imagine standing at an outdoor ice skating rink when a complete stranger comes up to you, says they’re conducting a study, and, here, have a cup of hot chocolate. After confusion, perhaps surprise or joy. Or perhaps skepticism. The researchers did not report how many hot chocolate recipients actually drank their beverage. Also no word on how happy the researchers were since they were the ones who were actually giving away hot chocolate. After being handed the cup of hot chocolate, each recipient was asked to rate how big this act of kindness was (0 to 10 scale) and to report their mood (scale of -5 to +5, where 0 is normal). The design of this study makes the data analysis interesting. The mood of the givers and the mood of the recipients was each treated as a within participants comparison. The reported mood (-5 to +5) was compared against 0 (normal mood). The givers, on average, reported a net positive mood of +2.4 (with +5 being the maximum). The recipients, on average, reported a net positive mood boost to +3.52. In a between participants comparison, givers and recipients were compared on the mood of recipients. When the givers were asked what the mood would be of the participants, they underestimated. They guessed an average of +2.73 as compared the actual rating the recipients gave their own mood of +3.52. As another between participants comparison, the ratings of how big the givers thought their act of kindness was (3.76 on an 11-point scale) were compared to how big the recipients thought the act of kindness was (7.0 on an 11-point scale).   Studies reported later in this article provide evidence that suggests that the difference in perspective between the givers of a random act of kindness and their recipients is that the givers attend to the act itself—such as the value of the hot chocolate—and not on the additional value of being singled out for kindness, no matter what that kindness is. To give students some practice at generating operational definitions, point out that Kumar and Epley operationally defined a random act of kindness as giving away hot chocolate. Ask students to consider some other operational definitions—some other ways Kumar and Epley could have created a random act of kindness situation but using the same basic study design. Point out that researchers could use these other operational definitions to do a conceptual replication of this study—same concepts, but different definitions. Maybe some of your students will even choose to engage in some of those random acts of kindness.   Reference Kumar, A., & Epley, N. (2022). A little good goes an unexpectedly long way: Underestimating the positive impact of kindness on recipients. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001271   ... View more

Early in my Intro Psych teaching career, I didn’t cover sleep or stress probably because I thought that these more applied topics were less important than the core theories. When I finally noticed how sleep-deprived and stressed my students were, I had a DOH! moment. That was the beginning of what became a years-long shift in how I thought about Intro Psych. These days, I choose the content of my Intro Psych course based on what I think my neighbors need to know about psychology (more on that thinking here). Emotion regulation is a topic that my neighbors need to know about, so I’m adding it to my Intro Psych course. Examples abound—in the news, on Reddit, on Failblog—of people acting on emotion without seemingly to have made an attempt at moderating their emotions. They lash out at whoever happens to be in their line of fire. In some cases, the fire is literal. By naming the emotion regulation strategies and giving students some practice at thinking through how the strategies can be employed in different situations, students may be better able to moderate their emotions when needed. (There’s an empirical question for anyone interested in studying the long-term effects of taking Intro Psych.) While it makes sense to cover emotion regulation in the emotion chapter, it would fit fine in the stress and coping chapter. For an excellent overview of emotion regulation, take a look at McRae and Gross’s (2020) open access article “Emotion regulation.” For your students, start by describing and giving examples of the five emotion regulation strategies. Note that the strategies are sequential. Which strategy is employed depends on how deep into the emotional event we are. With situation selection, we choose our situations to elicit or not elicit certain emotions. For example, if we find particular family members aggravating, we may choose not to be around them thereby decreasing the likelihood of us feeling aggravated. Or if we have a friend whose company tends to generate positive emotions, we may ask them to meet us for coffee thereby increasing the likelihood of us feeling happy. When we cannot avoid a particular situation, we may be able to alter it. In situation modification, we attempt to change the situation. For example, if we are stuck sharing a holiday dinner with family members who we find aggravating, we can ask other family members to run interference so that our time interacting with the aggravators is minimized. At the holiday dinner, despite our best efforts, we find ourselves seated next to one of our aggravating family members. Using attentional deployment, we shift our attention to other things. Rather than listen to the ranting of this family member, we stop paying attention to what they are saying. Instead, we focus on the words spoken by the family member on the other side of us, we silently sing to ourselves, we mentally review all of the concepts we learned in our Intro Psych course, or we count backward from 10,000 by threes. It's now a month after the holiday dinner, and memories of those aggravating comments keep popping up. It’s now time to try cognitive change. Is it possible to think of the comments and the people who made them in a different way? Television producer Norman Lear—who turned 100 in July 2022—titled his memoir Even This I Get to Experience. It is an apt title, because it really does seem to be how he approaches life. He views negative events not so much as negative, but as opportunities to experience something new. That dinner with aggravating relatives? Even that we got to experience. And we got some good stories out of it! The last emotion regulation strategy is response modulation. When all of the other strategies fail us, and we experience the emotion in all of its unmitigated glory, we can reduce the strength of the emotion by doing something else, such as lifting weights, playing pickleball, or eating an entire batch of chocolate chip cookies. Now is a good time to note that some response modulation strategies are better for us than others. Now it is your students’ turn. Give students a minute to think about an event that could generate strong negative emotions. It could be an event that has occurred or an event that is anticipated. It could be an event from their own lives or from the lives of family or friends. In a face-to-face or virtual class, ask students to gather in groups of three or four. In an online course, a discussion board works fine. Ask students to share their events with each other. For each event, ask students to consider how each emotion regulation strategy could be or could have been used. Invite groups to share from their discussion their favorite event and emotion regulation strategy.   Reference McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1–9. https://doi.org/10.1037/emo0000703   ... View more

One of my students contacted me recently to ask if I knew of any volunteer opportunities that would be a good match for her, a psychology major. As an undergraduate, I volunteered at a domestic violence shelter/rape crisis center. The hours of training plus my two years of time there was invaluable. While its obvious how this experience would be a solid base for a psychotherapist-to-be, it provided lesson after lesson for this future social psychologist. In addition to experience, there is plenty of evidence that connects volunteering with happiness. For example, a study based on UK survey data that controlled for happiness levels prior to volunteering found that volunteering did indeed create a boost in happiness (Lawton et al., 2021). I put my student in contact with a colleague who I felt would know more about local volunteering options than I did. When that didn’t pan out, I directed my student to VolunteerMatch.org. Enter your location (virtual only is an option), pick your favorite causes, and select your skills. Under “More Filters,” select whether you’re looking for opportunities for kids, those who are 55+, teens, or groups—a psych club, perhaps? If you would like to introduce your students to the VolunteerMatch.org website, during your coverage of happiness would be a good place. Here is a suggestion for an assignment or an online discussion. Visit VolunteerMatch.org. Enter your location. (At the top of the page, click virtual opportunities if you would prefer something remote). In the “Find the Best Volunteer Opportunities” section, click the “More” button to see all of the topic. Choose your favorite topic or topics. Briefly explain why you chose the topic or topics you did. Identify at least three volunteer opportunities that appeal to you. Briefly explain why you chose each one. How likely is it that you will volunteer with one of these in the next 12 months? Why or why not.   Reference Lawton, R. N., Gramatki, I., Watt, W., & Fujiwara, D. (2021). Does volunteering make us happier, or are happier people more likely to volunteer? Addressing the problem of reverse causality when estimating the wellbeing impacts of volunteering. Journal of Happiness Studies, 22(2), 599–624. https://doi.org/10.1007/s10902-020-00242-8 ... View more

These days, it seems we all need advice on how to keep moving toward our goals! What to Do When You Want to Give Up https://www.psychologytoday.com/us/blog/make-it-make-sense/202110/what-do-when-you-want-give ... View more

Lady Gaga’s Born This Way Foundation is promoting intentional acts of kindness this September (#BeKind21) with a goal toward better mental health for everyone. Every day, from September 1 to September 21, let’s engage in purposeful acts of kindness to others and ourselves. I encourage you and your students to sign up.   Zara Abrams (2021) provides a nice summary of the research on kindness, emphasizing its benefits to both our physical and mental health. Even small acts, such as bringing a colleague coffee, counts. Buying me a beer also counts. Without too much difficulty, we can tie acts of kindness into what students are learning in their Intro Psych course. Here are a few examples. Biopsych chapter: Which neurotransmitters are most likely to be released in our brains when we do good deeds for others? Explain Development chapter: What are developmentally-appropriate good deeds we could perform for each group: toddlers, middle-schoolers, high-schoolers, middle-aged adults, older adults? Explain. Learning chapter: Identify at least three acts of kindness you have engaged in. Was your act positively reinforced? Explain. Memory chapter: We tend to have stronger memories for events that are emotional. Based on the emotional reaction of those who were on the receiving end of your kindness, will any of your acts of kindness be remembered years from now by one of your recipients? After September 21st, give your students an opportunity to reflect on their experience. What was especially good about engaging in intentional acts of kindness? Were there any surprises? Will they continue to be intentionally kind?   References Abrams, Z. (2021, August). The case for kindness. American Psychological Association. https://www.apa.org/news/apa/kindness-mental-health ... View more