Exchange, from Page 10 Psychology Teacher Networ is published … · 2020. 6. 22. · Psychology Teacher Network Education Directorate American Psychological Association 750 First

Psychology Teacher NetworkEducation DirectorateAmerican Psychological Association750 First Street, NEWashington, DC 20002-4242

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Psychology Teacher Network is published by the EducationDirectorate of the American Psychological Association.Subscriptions are free to High School Teacher Affiliates of theAPA and APA Members and $15 a year for all others. Addresseditorial correspondence to Psychology Teacher Network,Education Directorate, APA, 750 First St., N.E., Washington, DC20002-4242; (202) 336-6021. Address inquiries regarding mem-bership or affiliation to the Membership Office, APA, at thesame address.

Senior Editor ..........................................................Julie [email protected]

TOPSS Editor..................................................................Mary [email protected]

Two-Year College Editor ..................................Martha Ellis, [email protected]

APA’s Pre-College and Undergraduate Officer ......................................Peter Petrossian

[email protected]

Exchange, from Page 10University for a training session of language acquisition by orang-utans. The Q and A session was wonderful but as with all good re-search it just continued to raise questions. Both groups had seen“Wild Child” and the window of opportunity for learning anotherlanguage became a discussion point. Students spent the remainderof the day exploring the exhibits on language and social interactionand explored games in communication skills.

Social psychology became a focus when Sean McArdle, a mo-tivational speaker from “Life Mapping” explored taking controland changing behavior. Students enjoyed the interactive process.Some stayed for the second lecture hoping for more hints. This is atime of uncertainty for the group completing the college applicationprocess and confidence was bolstered by his suggestions.

Collectively, we learned much about our host nations andfamilies, but most importantly, we learned more about ourselves.Would we do it again?.... in a skinny minute.

January-February 1999 • Volume 9 • Issue 1

APA EDUCATION DIRECTORATEFor Teachers of Introductory Psychology

Inside:Briefing . . . . . . . . . . . . .

Psychology StudentsParticipate in International Exchange .

Fall PsychologyRegional Conference . . .

TOPSS Elects New Board Members . . . . . . .

Review . . . . . . . . . . . . . .

Dear Doctor . . . . . . . . . .

Activity . . . . . . . . . . . . . .

Announcements. . . . . . .

PTNPSYCHOLOGY TEACHER NETWORK

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Psychology Awareness InitiativeBy Kristin H. Whitlock, TOPSS’ Member-at-Large

As students begin to register for classes next year, it is theperfect time to broaden awareness of what psychologyreally is and to advertise your program! Involve yourcurrent students or psychology club in developing a“Psychology Awareness Initiative,” formerly called “Psy-chology Awareness Week” (PAW).

There are no formal dates or expectations foryour Psychology Awareness Initiative, so pick a week(or more) within a month that works for you to cele-brate psychology in your school. Be creative as youwork to develop ideas that match your talents and re-sources. If you are pressed for time, start small...thereis always next year to try something more ambitious.

Here are some ideas, collected from CharlieBlair-Broeker, Dr. Ronald G. Shapiro, and CarolDean, to get you started.• Plan a special psychology club activity. If you don’t

have a club, here’s an opportunity to form one.The TOPSS web page http://www.apa.org/ed/topsshomepage.html has suggestions about how to

begin. If you dohave a club, theymay be the vehiclefor developing

plans for the Psychology Awareness Initiative.• Invite a special speaker to your class. Introduce

your students to potential careers by asking profes-sional psychologists in your community to speak.

• Contact the media about some unique aspect of yourcurriculum. Pick an activity that photographs welland involves some humor as well as solid psycholog-ical content. Don’t forget the school newspaper!

• Plan a joint activity with college-level psychologyteachers in your community. Maybe a visit to alocal university/college to tour a lab, or hear aboutcurrent research.

• Plan a joint activity with other high school psychol-ogy teachers in your community. How about aQuiz Bowl? Challenge a neighboring school. Hold apreliminary event to select your best team of fourand send them into battle!

• Have a poster contest for your students. You maypick a unifying theme, such as diversity. Display theposters in your school and/or in local businesses.

• Involve your faculty. Too many people do not un-derstand what psychology is. Prepare a poster forthe faculty bulletin board saying, “What do thesepeople have in common?” showing psychologistdoing a variety of activities. At the bottom, or builtinto the poster, place the words, “All of them arepsychologists.”

• Create a PAI brochure and/or bookmarks. On oneside put a catchy illusion, on the other a descriptionof the psychology class(es) offered at your schooland an interesting psychological tidbit...“Did youknow...”

Such events can build your psychology courses,as well as grow to become a significant factor in thepublic perception of psychology.

TOPSS member, Charlie Blair-Broeker,advertises Psychology AwarenessWeek at Cedar Falls High School

2 Psychology Teacher Network January-February 1999

BRIEFING

Disaster intervention and crisis counseling are relatively new undertakings for mental health profes-sionals. Widescale preparation for disaster response hasemerged from studies of war and many natural andman-made disasters. It is only in the past few yearsthat these efforts have been nationally coordinated tomobilize mental health professionals to visit disastersites. As studies of post-disaster trauma have indicatedthat both short- and long-term psychological needs ofsurvivors exist so has the field of disaster responseevolved. This article will provide an overview of thehistory of the study of trauma from war, natural andman-made disasters and the subsequent efforts of psychologists to make their assistance available.

Civil WarDuring the Civil War, neurologists were assigned

to work with soldiers who were exhibiting “nervewounds” (Deutsch, in Deutsch, Shryock, Sigerist &Zilboorg, 1944, p. 370). Soldiers who exhibited stom-ach problems and acted in any way “insane” were described as suffering from “nostalgia” (Deutsch etal.,1944, p. 375). Later, this term was used to describe afflictions among many of the soldiers whoappeared to be suffering from homesickness. Theremedy for this was hard work and many opportu-nities for furloughs so that the soldiers wouldn’t havetime to yearn for home (Deutsch et al., 1944).

World War IDuring World War I, neuropsychiatrists were in-

volved with the war efforts and in working with pa-tients who suffered from mental ailments. Mental ner-vous disorders associated with the war were termed“war neuroses, shell shock or nervousness” (Bailey,1918, p. 2148). There was concern that the longerthe war went on, the more widespread the nervousdisorders would be. It was felt that shellshock was acurable ailment, especially if the soldier was treatedcloser to the front lines of battle as quickly as possible.There was considerable concern among the medicaldepartments about the rising number of cases of shellshock (Bailey, 1918).

A Division of Neurology and Psychiatry was created to combat the high numbers of soldiers whosuffered from shell shock. They were instructed tocarefully examine recruits to check on their mentalstability. Many neuropsychiatry hospitals were estab-

lished. As not enough psychiatrists and neurologistswere familiar with the immense problem, short inten-sive training courses were offered at some universities(Strecker, 1944).

Medical professionals believed that many soldierswere claiming to have shell shock so that they couldbe discharged from the army. There was no medicalexplanation offered for shell shock. It was assumedthat the majority of people who entered the militarywere healthy at the time they entered or they wouldnot have been accepted for service. Bailey (1918) feltthat a small proportion of the cases arose after the individual was exposed to a traumatic event “severeenough to have caused lesions of the central nervoussystem without external wound” (p. 2149). There-fore, it was maintained that shellshock was an organicdisorder and not one that could be cured using psychotherapy.

Medical officers were under the impression thatthey could cure patients of shell shock with a firm attitude and strict war protocols. Patients were en-couraged to believe that they would be better soon. Itwas felt that the longer patients were permitted to believe that they suffered from a neurosis, the morelikely it would be that they would end up in a soldier’shome after the war. Patients with nervous disorderswere told that they would receive no furlough. Pun-ishments and discipline were instituted for those patients who relapsed or who did not respond ade-quately. Though these forms of punishment were notoften used, the existence of the medical personnels’control over the soldiers was believed to rid many ofthe patient’s neuroses (Bailey 1918).

When shell shocked patients returned to Englandor the United States, they were encouraged to con-tinue working for the war effort and were told bymany nurses and previously shell-shocked soldiersabout the certainty of a cure (Bailey, 1918). Manyhospitals were set up to care for the large numbers ofneurotic soldiers returning from war. These disabilitieswere the single worst ailment among soldiers in WorldWar I (Strecker, in Deutsch et al., 1944).

World War IIAs World War II approached, the US government

made plans to ensure that only mentally healthy indi-viduals joined the Army. Statistics showed that from1923-1940, the government had paid out nearly one

The History of Crisis Interventionand the Study of TraumaBy Julie Goldstein, M. Phil., The George Washington University, Washington, DC

Psychology Teacher Network January-February 1999 3

billion dollars for the care and treatment of World War I veterans who suffered from psychiatricdisabilities. It was found that there was far morepresence of shell shock in soldiers who had previouspsychiatric histories than among those who did not.There were few trained psychiatrists available to as-sist in the screening of new recruits. While anyonewho had a history of prior mental illness was not tobe admitted to the army, many people with historiesof psychiatric disorders were admitted. A school totrain psychiatrists to work within the parameters ofthe military was established in 1942 and in 1943 anda stronger demand on intensive screening was initiated(Deutsch, 1944).

The concerns with shell shock or what was beingcalled “combat fatigue” were once again surfacing.Many soldiers, flyers, marines,and sailors who had served incombat areas were experiencingflashbacks of the maneuvers, somatic complaints, persistentfears of dying, and startle reac-tions. Again, these cases wereconsidered to be best servedquickly, near the battle lines, inorder that soldiers be able to return to active duty. It was feltthat good food, rest and encour-agement would make the soldierhealthy again.

After reviewing the extensivenumbers of survivors who wereexhibiting these behaviors, a pro-gram was created by the UnitedStates Public Health Service thatcreated homes for the veterans.Seeing the devastating damagethat the war had inflicted onmass numbers of personnel, theNational Committee for MentalHygiene, the American RedCross, the Veterans Administra-tion and other committees actively participated inplans to rehabilitate the psychiatric casualties after thewar (Deutsch, 1944).

Natural and Man-Made Disaster StudiesStateside, during the time of World War II, a fire

in Coconut Grove nightclub occurred that killed 491people and injured many more (Jacobs, 1995). Work-ing through the Departments of Psychiatry and Neuropathology of Harvard Medical School, Cobband Lindemann (1943) reported neuropsychiatricobservations of the survivors of the fire. Many of the patients exhibited psychoneurotic reactions and somatic complaints. There were additional concerns

over when to tell a survivor about the death of a family member of friend.

Adler (1943) and Lindemann’s (1944) writingsabout the survivors’ psychological reactions to thedisaster constituted the first research conducted intotraumatic stress as a result of experiencing a disaster.Lindemann (1944) described acute stress as a “normal” reaction to a distressing situation” (p. 141),similar to today’s definition of posttraumatic stressdisorder (PTSD). His early studies into acute stressshowed that acute grief was a syndrome with psycho-logical as well as somatic symptomatology. He acknowledged that the response might occur immediately following the incident, may be delayedor not exist at all.

This was one of the first pioneering studies toidentify that a valid psychologicalpost-traumatic stress reactioncan occur to uncontrollable dis-astrous events. Psychiatristscould be useful members of adisaster unit as they could workwith patients towards a solutionto their personal problems. Im-mediately following the disaster,the psychiatrist could arrangefor attending nurses and socialworkers to visit with patients, asmany of the patients felt lostand bewildered and needed astable presence. Additionally,Lindemann (1943) suggestedthat as part of a crisis responseteam, the psychiatrist should assist in readjusting the patientto the community.

Following the reports ofcombat fatigue as well as con-cerns over atomic threat andthe implications of nuclear dis-aster, a Committee on DisasterStudies was convened in 1952

by Army, Navy and Air Force medical services. Thisgroup received federal funding to cover research intohuman problems in disaster. Their goals were tounderstand soldiers’ reactions to war stress includingmoral, depressive and emotional shock and howthey could best prepare soldiers in future wars tomeet with traumatic elements. Using interviews andfield studies to study survivors’ responses to naturaldisasters, the committee hoped to identify how peo-ple respond to disaster. Likewise, social scientistswere encouraged to conduct laboratory research on response to disaster. By 1959, there were 99 publi-cations regarding the human response to disaster.New theories were espoused and psychology and

In opposition to the stance taken

by psychiatrists during the World

Wars, [researchers found that]

psychological distress could

be exhibited in anyone who had faced an

extreme stress, regardless of

psychiatric history.


sociology contributed much to this emerging field (Baker, 1962).

The research conducted in the 1950s appearedto define terminology, to discover how to obtain information from survivors, and to understand whatconstitutes the behavior of a community during “normal” times. This research confirmed that the individual’s response to disaster was typical of an expected pattern of behavior observed among most ofthe survivors.

Community Response to CrisisThe 1960s and 1970s extended the work of dis-

aster response. During the 1960s there was no formalnetwork for assisting communities after a disasterthough the need for it was recognized. It was duringthis time that suicide prevention centers, crisis centers, hot lines and similar agencies developed.There was a shift away from treating clients one at a time. It was understood that the community wouldbe the place to provide interventions and assistanceby mental health professionals, educators, and public health officials who would work conjointly withthe police, religious and other volunteer relief organizations.

Increasingly, psychologists more often than psychiatrists addressed the needs of disaster victims.Disasters normally produced mass numbers of victimswho did not evidence severe mental illness, but whowere in need of immediate attention. Psychiatrists’training had not prepared them to work under thesecircumstances as they were used to working one-on-one, in long term therapy, with individuals with gravepsychopathology. Psychologists, more familiar withoutreach programs due to their work in the commu-nity arena, were better prepared to do crisis interven-tion (Quarantelli, personal communication, July 1,1996). Nonprofessional volunteers were trained towork in the crisis centers too, especially as counselors(McGee, 1974).

In 1970, the occurrence of a flood in BuffaloCreek, West Virginia offered extensive study of sur-vivors of a natural disaster. Psychiatrists were obtained by a law firm that was representing many ofthe survivors of the flood that occurred when a dambroke. The psychiatrists reported the psychological effects of the disaster on the survivor including recur-ring terrifying dreams, guilt, anxiety surrounding rainand water, withdrawal, apathy, depression and diffi-culties with interpersonal relationships (Lifton &Olson, 1976). The symptoms observed in these survivors provided further support of the contempo-rary definition for PTSD.

One thing that Lifton and Olson (1976) foundwas that the way the disaster relief agencies handledthis community may have contributed further to the

psychological demise of many of the survivors. Theyassigned people to makeshift trailers on a first-come,first-served basis rather than maintaining any of theirprior community patterns. Large numbers of peoplewere assigned to live in each of the trailer parks. As aresult, the survivors were made to feel displaced.Many of the trailer parks were quite close to the re-mains of their old communities further provokingtheir anxious reactions to the reminders of the traumatic incident. In opposition to the stance takenby psychiatrists during the World Wars, Lifton andOlson (1976) agreed with other researchers who presented the notion that psychological distress couldbe exhibited in anyone who had faced an extremestress, regardless of psychiatric history. HurricaneAgnes, the storm which caused the dam in BuffaloCreek to break, also caused a flood in Wilkes Barre,Pennsylvania. Nine mental health response teams assisted in disaster response to this community (Jacobs, 1995).

Lower SES communities appeared to be morevulnerable to the effects of disasters since they did nothave the material and emotional stability before thedisaster or the resources to deal with the crisis after-wards. Additionally, communities where there existedfew leaders, weak associations between people, highamounts of crime, broken homes and weak links ofcommunication were also more susceptible to thetragic effects of a disaster (Baker, 1962).

Around the same time as these studies, researchwas also being conducted on “rape trauma syn-drome” and “survivor syndrome”. These clinical disorders, named for their emergence following such atraumatic event, evidenced some characteristics simi-lar to those found in survivors of natural disasters.Furthermore, many returning Vietnam Veterans wereexhibiting a disorder similar to shellshock. Schools ofthought on all of these disorders merged towards amore cohesive posttraumatic diagnosis. Posttrau-matic stress disorder became an official diagnosis em-bracing many of these syndromes in the Diagnosticand Statistical Manual (DSM) of the American PsychiatricAssociation 1980 (Green, 1991).

The Emergence of Disaster Response TeamsThe handling of the Buffalo Creek disaster and

the Wilkes Barre flood of 1972 prompted Section 413of the Federal Disaster Law of 1974. A new office inthe National Institutes of Mental Health arose thatwas mandated to offer help in postdisaster situations(Baisden & Quarantelli, 1981). Known as the DisasterRelief Act of 1974, disaster victims were officially tar-geted for mental health services. This programworked in cooperation with the Federal EmergencyManagement Agency (FEMA). Federal funding could


My days and exploits as a student at Westfield College, University of London, added to my enthusi-asm as I read the invitation for a psychology exchangeprogram to England in the March/April 1998 issue ofPsychology Teacher Network. Karen Duffy, the Chairof Psychology at St. Hilda’s, a grant maintainedschool for 800 girls, was anxious for a research andcultural visit. The Bullis School in Potomac, Marylandis a co-ed private preparatory school that encouragesstudents and faculty to pursue learning opportunities.It sounded like a match.

E-mail announced our selection over groupsfrom France and Canada and the planning for a Julyvisit became frantic. Sixth form students would behosting us in London as they finished the “A” levelexams, those used to qualify students for universityentrance and to clep from basic level classes, a processsimilar to our AP exams.

With only one day and night to spend in London,we hit the ground running for a full day tour by dou-ble decker bus that included cathedrals, BuckinghamPalace, sculling on the Thames, and a chess game atWestminster.

A three hour rail trip put us in Liverpool for anovernight stay with host families. The next morningwe were off for a long weekend in Dublin while theirstudents completed the examination process. The railtrip through Wales provided some laughs at sheepsprayed pink and blue grazing on golf courses and thecarts that rolled through the train aisles for an endlesstea time. An artist completed a pastel portrait of onestudent while others conversed in French, Spanishand Italian with fellow travelers.

Our return to Liverpool gave us the opportunityto attend classes at St. Hilda’s and to get to know ourhost families. The Lord Mayor, Bertie Ahern, metwith us and spoke of heartfelt thanks for the US in-volvement in troubled Ireland. The city of Liverpooltreated us to a sightseeing tour complete with a ferryride on the Mersey, provided visits to all of the Beatlesattractions, and even opened the Caverns for a pri-vate tour. The local papers and a Cable TV stationfollowed all of our adventures. The British were hos-pitable at every turn and “dead” excited at our in-volvement.

Faculty at John Moore University presented astudy of the evolvement of group dynamics and lead-ership in emergencies. The study is funded by the Na-tional Transportation Board and deals with airline

problems. A dissolution of the cooperative spirit en-sued when it was announced that the first five peopleoff the plane would receive a monetary award. Thediscussion that followed ran the gamut from operantconditioning to bribe vs. reward and motivationalfactors. At Hope University we enjoyed tea and biscuits while exchanging ideas with the chair of psychology, Neil Cook, a fellow of the British Psycho-logical Society.

The British students were in the first year ofwhat is a two-year study of general psychology. Aftereach year they take A level exams in the modules forthe syllabus. First year studies include social psychol-ogy, research methods, and statistics.The Americanstudents were well prepared as well, similar to theirBritish counterparts, though they did exhibit a deficitin research methods and statistics, currently a focus ofour AP class. A discussion of the medical model and itsimpact in the two countries showed the Americanswell versed in pharmacology and the British movingfurther away.

We visited with Justin Thomas, a Ph.D. candi-date at Hope University, who was completing a studyof the “Influence of Body Image at Adolescence.” Heexplored the process of research with the students andhis development of the software that allows subjectsto manipulate body image. Students served as subjects and completed eating surveys, were pho-tographed with the digital camera, and sought to findtheir own body images. Both groups of students hadstories to tell about the high prevalence of eating

See Exchange, page 10

Psychology Students Participate inInternational Exchange ProgramBy Nancy Bluthardt, The Bullis School, Potomac, MD

The Lord Mayor, Bertie Ahern, greets students at town hall Liverpool, England

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On October 9, faculty and students attended the fallpsychology conference for the southwestern region ofthe United States. The students and faculty from fivecommunity colleges and two universities came toCollin County Community College in Plano, Texas toupdate knowledge, learn of new research, networkwith students and faculty from other colleges, discusssharing of resources, and to collaborate on researchprojects to enhance psychology education at the un-dergraduate level. The conference was sponsored bythe Two-year College Working Group of the Educa-tion Directorate of the American Psychological Associ-ation, Prentice-Hall Publishers, Psi Beta, and CollinCounty Community College.

The day’s events began with a conversation hourwith Charles Morris, Ph.D. from the University ofMichigan. During this time students and faculty en-gaged in an informal question and answer sessionwith Dr. Morris centering around the future of psy-

Fall Psychology Regional ConferenceBy Martha M. Ellis, Ph.D., Collin County Community College, Plano, TX

Dr. Charles Morris, University of Michigan, holds conversationhour with participants.

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This update is providedcourtesy of APA’s Two-YearWorking Group

chology, graduate programs, career information, thedirection of textbooks and multimedia, and currentareas of research in the discipline. The keynote ad-dress entitled “Beyond the Big Five Personality Fac-tors” explored the controversy of only five importantpersonality dimensions. Dr. Morris included interac-tive exercises to involve the students and faculty in thepresentation. During lunch, faculty and students fromthe different colleges had an opportunity to networkand informally discuss psychology issues.

Following lunch, students attended a workshoppresented by Dr. Shirley Clay of Northeast Texas Com-munity College. This workshop included an examina-tion of leadership skills needed to be successful as a stu-dent and an officer in student organizations such as PsiBeta. Concurrently, faculty met with Dr. RichardMiller of Navarro College and Robbye Nesmith, Na-tional Psi Beta President-Elect to share ideas on teach-ing undergraduate psychology and providing sponsor-ship for Psi Beta chapters on local college campuses.The day’s activities ended with the faculty and stu-dents coming back together for an idea exchange. Thehour was spent sharing ideas and solutions on commonproblems facing undergraduate students and faculty.

By all accounts, the fall conference was a greatsuccess. Students left with a greater understanding ofresearch in psychology and the future of the disci-pline. They commented on the importance of meetingstudents from other colleges and universities who arealso interested in psychology. Talking with other stu-dents about research projects, areas of interest, andfuture careers was a benefit that all participants andconference planners had underestimated.As onesophomore commented, “This is the best event I haveattended since I have been in college—in any disci-pline. It was really fantastic! I hope we do moreworkshops like this.” Faculty left the conference withupdated knowledge, new activities for the classroom,and renewed enthusiasm for student research at theundergraduate level. Plans are currently underwayfor next fall’s conference which will include a postersession of student research and extending an invita-tion to area high school advanced placement psychol-ogy classes. Based on post event response, the confer-ence planners are expecting 300 faculty and studentsat next year’s conference.

Reminder: APF/TOPSScholar Competition deadline is February 8! Make sure your class participates!


Debra Parks is an enthusiastic teacher who motivatesher students to actively investigate the field of psychology and is dedicated to improving the teachingof psychology through her involvement in TOPSS andthe APA. Debra serves at the TOPSS State Coordina-tor for New Jersey and has done an outstanding job of building teacher networks by planning workshops,sending creative mailings, and by hosting local conferences.

Debra began her involvement as a State Coordi-nator by sending out letters and information but wasnot sure if anyone would respond! To the contrary, theenthusiastic response led to the development of asmall conference that was held at her high school.Participants enjoyed the speakers and left with manynew ideas to implement in their own classrooms.

Debra sensed that local teachers wanted addi-tional resources that would be immediately useful inthe classroom and has incorporated that need into hermailings. These mailings play a vital role in Debra’snetworking efforts. Debra often includes ideas, alongwith student samples, to assist teachers in planningnew projects. Also, since Debra utilizes Internet re-sources often, she shares the addresses to helpful sites,along with explanations of how they can be used.

Teachers appreciate the reviews of books andmovies she often sends out. Articles that Debra has

copied, or recommendations from The APA Monitorare resources that teachers can use immediately intheir classrooms. Debra has found that teachers ap-preciate the names and phone numbers of catalogsand book publishers as they are often unaware of theresources available to them. Debra’s mailings assistteachers in their daily preparation and are a helpfultool in creating bonds among the teachers in her area.

Debra hosted a morning conference to better acquaint local teachers and bring useful resources directly to them. She invited speakers from local colleges and practicing psychologists to address theparticipants. Teachers brought with them favoriteteaching ideas and lessons to share. Debra createdworkshops that focus on the use of technology in theclassroom such as acquainting teachers with specificInternet sites and giving them time to explore howthey would be useful in class.

Debra’s enthusiasm for psychology and efforts tonetwork local teachers has benefitted the many teach-ers in her state. If you have questions concerning theseinitiatives, contact Debra at [email protected].

For more information on the state coordinatorprogram, or how to develop such networks in yourstate, contact Kristin Whitlock at [email protected]

Highlight on TOPSS’ New Jersey StateCoordinator: Debra ParksBy Kristin Whitlock, TOPSS Executive Board Member-at-large

NEWS FROM TOPSS

See Briefing, page 7Briefing, from page 4now be obtained “to relieve mental health problemscaused or aggravated by such major disasters or itsaftermath” (Hartsough, 1982, p. 255). Only thosedisasters that were presidentially declared nationaldisasters were eligible for funding. This money cov-ered primarily short-term crisis counseling services,training of disaster workers and personnel to relievethe disaster workers.

The Disaster Response NetworkIn 1982, the American Red Cross was mandated

by Congress to respond to every disaster in the U.S.They use no federal money to provide services such asfood, shelter, health care, material goods and infor-mation about the condition of survivors or deaths tofamily and friends. By 1988, the American Red Crosswas considering the possibility of including mentalhealth response procedures as part of their disaster

response efforts. It was understood that mental healthprofessionals could offer assistance to both disaster victims as well as relief personnel who neededmental health intervention (Jacobs, 1995).

A series of disasters that occurred in the late1980s made the need for coordinated mental healthassistance during disaster relief even more striking. ADC-10 that crashed in Iowa killed 112 people. Twoother disasters within months of the airplane crash,Hurricane Hugo and the Loma Prieta earthquake,also put great strains on the American Red Cross.Mental health professionals from surrounding com-munities made themselves available for care of thesurvivors and for the families of the dead. However, itwas felt that a more coordinated plan for the activitiesof mental health professionals would have producedgreater benefits. The psychologists who participatedin the disaster efforts recommended to the American Psychological Association that a national plan be de-veloped with the American Red Cross to address


The executive Board of Teachers of Psychology in Sec-ondary Schools (TOPSS) is pleased to announce theresults of the 1998 TOPSS elections. The votes weretallied and the results are as follows:

Chair-Elect: Mary Spilis, Northview HighSchool, Michigan

Secretary/Treasurer-Elect: Barbara Loverich,Hobart High School, Hobart, IN

Member-at-Large: Rob McEntarffer, Lincoln, NE

These newly elected Board members join those cur-rently serving on the Board:

Past-Chair: Nancy Grippo, Henry M. GunnHigh School, Palo Alto, CA

Chair: Carol Dean, Ed.D., Lake Park HighSchool, Roselle, IL

Secretary/Treasurer: Craig Gruber, Walt WhitmanHigh School, Bethesda, MD

Member-at-Large: Kristin Hibashi Whitlock,Viewmont0 High School, Bountiful, UT

Each of the newly elected Board members is afine educator who will make a positive contribution tothe teaching of psychology through TOPSS.

The TOPSS concept statement gives direction tothe Board members to aim for continued dedicationto the advancement of the study of psychology. The

focus of the organization will continue to be the advo-cacy of the highest standards in the teaching of psy-chology. In addition, TOPSS’ purposes include thepromotion of student understanding of psychology asa science and potential profession, facilitation of com-munication between all levels of psychology educa-tors, and motivation for leadership development forhigh school educators. TOPSS efforts will be directedto development of teacher and student services, com-munication among psychology professionals, and ad-vocacy representation for current issues in the field.The objectives of TOPSS provide an opportunity tomake an impact on the teaching and learning of psy-chology. Your elected officials will serve to fulfill theseobjectives.

The 1999 Executive Board has a busy year be-fore them. I encourage each of you to communicateyour comments and concerns to the newly elected andcurrent Executive Board members. I strongly encour-age you to submit your name for consideration for afuture position on the Executive Board. It is an expe-rience that will allow you to contribute ideas and in-formation, network among psychology professionalsof all levels, and represent your students’ interests onthe national level. Nominees for this year’s electionbrought an impressive list of credentials. As such, I am pleased to see that the future of TOPSS is insuch capable hands.

TOPSS Elects New Board MembersBy Margaret Davidson, TOPSS Past-Chair

NEWS FROM TOPSS

ArizonaKevin Corner, Tucson

CaliforniaJaleen Garboushian, Los Angeles

ConnecticutKathryn Adams, MiddletownCarrie-Ann Callahan, StratfordEric Graf, Shelton

IllinoisRita Sherman, Lemont

IowaJerry McNeley, Norwalk

KansasSylvia Kuhlmeier, HillsboroGarry Stenzel, Clay Center

Community High School, Clay Center

KentuckyPat Brinson, LouisvilleAnn Cunningham, LouisvilleLinda Young, Louisville

MarylandChristine Stone, New Market

MassachusettsPaul Branagan, Middleboro

High School, MiddleboroWilliam Brotchie, BostonPaul Leone, StonehamDenis Mulvihill, MelroseGale Nutter, Highman

MichiganKendra Thompson, Grand Haven

New HampshirePeter Petrigro, Milford

New JerseyAudrey Dill, Tinton Falls

New YorkKaren Poland, BinghamtonJoy Stewart, Bronx

OhioLee Booze, Bellevue

PennsylvaniaDaniel Durkin, Pittsburgh

Rhode IslandDawn Dove, ExeterSherrie Stavely, Jamestown

TexasLinda Hoosier, Vidor

WashingtonTina Jones, TacomaSean Mars, Hanford High School,

RichlandJohn Sutich, Olympia

WisconsinKatie Stefanski, Madison

New TOPSS Members

Mary SpilisChair-Elect

Barbara LoverichSecretary/Treasurer-Elect

Rob McEntarfferMember-at-Large

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Teachers interested in knowingabout contemporary clinical psy-chological science will find much tolearn from this collection of articles.The learning curve, however, issteep. Solicited to celebrate the centenary of clinical psychologysince Lightner Witmer founded thefirst psychological clinic in 1896 atthe University of Pennsylvania,these 12 chapters suggest future directions for clinical psychology research. One unifying themethroughout the book is that clinicalpsychologists need to be knowledge-able about the findings and methods of each other and of otherscientific disciplines. The chaptersaverage length is 20 pages and average number of research citations is 60.

Each chapter is written by different authors, and there is littlecross-referencing among chapters.Part I deals with causes and risk fac-tors of psychopathology. Chapter 1by William G. Iacono describes attempts to identify “endopheno-types” (measurable endogenousqualities of individuals which areproducts of a psychopathology predisposing genotype). Iacono syn-thesizes a wide variety of evidencesuggesting that deviant eye trackingmay be linked to a single gene infamilies with schizophrenia.

In Chapter 2 Carrie E. Bear-den and Tyrone D. Cannon marshall evidence that schizophre-nia may be fundamentally causedby early (even in utero) cerebralmaldevelopment. Research by JudyGarber and Cynthia Flynn described in Chapter 3 pinpoints relationships between children’sself-worth, mothers’ self-worth,maternal acceptance, maternal control, and the etiology and devel-opment of depression. These authors offer a plethora of ideas forfuture investigations of vulnerabili-ties to depression and for depressionprevention programs. David Bar-low, Amy Bach, and Susan Tracey

draw upon a diverse range of re-search areas and quantitativemethodologies and provide a schol-arly review of the origins, nature,and structure of anxiety and mooddisorders in Chapter 4.

In Chapter 5, Gary E.Schwartz and Linda G. Russekhighlight a provocative researchprogram investigating relationshipsbetween family love and lifelonghealth based on the 35- and 42-year follow-up to the Harvard Mastery of Stress study. Included intheir presentation is an appendixoutlining the authors’ unorthodox“dynamical systems approach”analysis of love and caring.

Section II briefly deals withtwo eclectic approaches to assess-ment. Lester Luborsky in Chapter6 presents two examples of clini-cal-quantitative measures—thesymptom-context method and theCCRT method, which seems to bea reliable measure of Freud’s clini-cal concept of transference. InChapter 7 Richard M. McFall,Teresa A. Treat, and Richard J.Viken give an overview of the his-tory of cognitive psychology andsuggest that competing conceptionsof cognition have resulted in sev-eral “cognitive revolutions” in psychology which can be differenti-ated by problem focus, methodolo-gies, and concepts. They then illustrate how two methodologies(multidimensional scaling and classical eyeblink conditioningtechniques) from modern cognitivetheories of human information pro-cessing can be used to better understand problems of interest toclinicians such as men’s sexuallycoercive behavior; women’s eatingdisorders; and children’s peergroup relations.

Section III (“Interventions”)consists of four chapters which canmore easily be integrated into anintroductory psychology course onthe high school, 2-year, and 4-year levels than the chapters discussed

so far. In Chapter 8 Martin E. P. Seligman asserts that there is anepidemic of depression amongyoung people today, speculates onthe adverse effects of the self-esteem movement, and describestwo research programs designed toprevent depression in young peopleat risk. Philip Kendall describes inChapter 9 his latest research investigating the development andevaluation of treatments of anxiety-disordered youths. In Chapter 10Edna B. Foa and Martin E.Franklin describe their researchprogram investigating the causesand treatment of obsessive-com-pulsive disorder. In this section’s lastchapter Thomas N. Bradbury,Matthew Johnson, Erika Lawrence,and Ronald Rogge argue convinc-ingly that rather than expectingbasic research to inform maritaltherapy, clinical psychology research should proactively focusresearch on the prevention of dysfunctional marriages. Their pro-posal is similar to the plea madeearlier by Seligman to redirect psychology toward notions ofhuman strength rather than humanweakness.

The book’s closing chapter byJohn and Lucy Canter Kihlstrom argues eloquently for the necessityof integrating science and practiceand speaks to some of the challenges to psychology of the contemporary environment ofmanaged health care. Clinical psy-chology is likened to both an ap-plied science like engineering andan art like architecture. These au-thors argue that by using scientifictools to design studies and assessthe efficacy, cost effectiveness, andquality of clinical interventions,clinical psychologists can both bet-ter assume a more powerful positionwith respect to managed care andadvance also the profession.

REVIEW

The Science of Clinical Psychology: Accomplishments andFuture DirectionsAuthors: Donald K. Routh and Robert J. DeRubeis, EditorsPublisher: American Psychological Association

750 First Street, NE,Washington, DC 20002-4242

(800) 374-2721 x 5510

Copyright: 1998ISBN: 1-55798-520-0Length: 323 pagesPrice: $39.95 Reviewed by: David Simpson, Carroll College, Wisconsin


DEAR DOCTOR

Sport psychologists study the effectof mental strategies and habits onperformance, and also teach athletesand others how to use these strate-gies to achieve their best. Under-standing how people perform at theirvery best is a critical undertaking.You might wonder what you can youlearn from athletes? The answer is,plenty! Athletes know all about thepressures of competition. They havedeveloped the competitive skills nec-essary to survive and excel. Theseskills can be used by anyone whoworks in a competitive environment.Being able to do your best when thepressure’s on is as important forbusiness people, salespeople, profes-sionals or students as it is for athletes. How well do you perform incompetitive situations? Do you lookforward to public presentations andexams and evaluations with excite-ment, or do you dread the thought ofthem? Are you known as a “pressureperformer” or do you wish you coulddo better when the pressure is on?Developing the skills to perform yourbest in competitive situations is thekey to successfully handling pressure.Sport psychologists have discoveredthat athletic success is determined bytwo sets of skills. The first set of skillsis technical. You must know how todo the job. A gymnast, for example,must thoroughly know all the difficult moves she will perform onthe mat and on the balance beam.She must be technically proficient inthe skills of jumping, balancing andsomersaulting. The second set ofskills, often ignored until now, allowsyou to cope with the pressures ofcompetition and deliver your bestwhen the pressure’s on. These mind/body skills allow you to stay in what

athletes often call “The Zone”. Thegymnast must be able to stay calmand focused at the Olympics, ignor-ing the glare of television lights andthe noise of the crowd. This requiresmastery of a very different set ofskills, including the ability to calmdown, the ability to concentrate, andthe skill of refocusing quickly after a mistake. Successful athletes consistently use the same mind/bodyskills in order to help them succeed.These skills enable the mind andbody to work smoothly together toachieve success. Most importantly,athletes learn these skills during their training.

Some of the most importantmind/ body skills we have discoveredin sport psychology are:

1. Goal Setting. This is the skillof knowing how to successfully reachyour long-term goals. It requires fo-cusing on the task you need to accom-plish, rather than on the desired re-sult. It means setting achievable goalsas a stepping stone to ultimate suc-cess. I use a lot of goal-setting in myswimming. I tend to make one longterm goal and then make little stepsalong the way. As long as I keep mov-ing towards that big goal I don’t getflustered if I miss some of the littleones. That approach helped me setthe world record.

2. Creative Thinking. This isthe skill of using your imagination toachieve your goals and solve prob-lems. Visualization is a key part ofsports. That was the reason why Iwon the bronze medal. I think that ifyou can’t visualize, it’s important topractice it. I used to have a toughtime visualizing good performance.But I worked on it and got better andbetter at it.

3. Productive Self Talk. Weall have an inner voice, but if we talk toourselves negatively we perform poorly.Productive thinking helps us stay confi-dent. It also helps us identify weak-nesses and find ways to improve. If Iswim a bad heat, I say to myself, “Well,it’s a morning swim, I’ll do better thisevening.” Then I work on the mistakesI made. My coach tells me how to im-prove, and I work on those things. I say, “I’ll be ready for them tonight.”

4. Keeping Cool. The KeepingCool skill allows you to deal with anx-iety and prevent panic. Top athletesrecognize that they will be nervousbefore big competitions. They practiceskills such as deep breathing andmuscle relaxation so they can calmdown when the pressure’s on. WhenI’m in the Zone, I’m calm and re-laxed. Confident, yet a little scared,as in, ‘This isn’t going to be easy, but Ican do it’.

5. Concentration. The abilityto forget about the past, not worryabout the future, and enjoy the pre-sent is critical for competitive success.Elite athletes learn to focus their con-centration so that they pay attentiononly to the things which will helpthem succeed. As a result, their per-formance flows smoothly. For me, the Zone is a feeling of absolute focus.It’s ultimate concentration on the moment. I tune everything else outbut what I’m doing.

Successful athletes work on theirmental skills in the same way as theywork on their physical skills - throughpractice and more practice. Now thatyou know more about the mind/bodytechniques used in sport psychology,you should be able to improve yourskills and achieve higher levels of per-formance.

QUESTION: What techniques are used in sports psychology and why do they work?

Answered by Shane Murphy,Ph.D., President, APA Divi-sion 47, Exercise and SportPsychology

A panel of noted clinical, ex-perimental and academicpsychologists has graciouslyagreed to reply in this col-umn to questions submittedby teachers and students.We invite you to send yourquestions to:

DEAR DOCTOR, PTN,Education Directorate, 750First Street, NE, Washing-ton, DC 20002-4242

Shane Murphy, Ph.D

PHOTO GFPO

Exchange, from page 5disorders in their own countries. The results of thisstudy will be published in January.

The ten British students spent two days in NYexploring the long list of “must see” sights and soundsand arrived in Maryland with an enthusiasm thatmatched our host families. Sitting in on classes in aco-ed school were a first for a group who have beeneducated in a single sex atmosphere. Students trav-eled to University of Maryland to meet Laura Miller, aPh.D. candidate who is currently studying “AbusiveBehaviors in Dating Relationships.” Her presentationincluded an overview of the process of becoming a

Ph.D. candidate in America, including funding andteaching opportunities. She discussed ethics in re-search, rights of participants, confidentiality, thechoice of instruments for her study, the researchprocess, and data analysis. Students took the surveybut found that age excluded them from the study. Thegeneral opinion was that this study should be repli-cated in a teenage population because esteem issuesare usually prevalent in that age group.

Rob Shumaker of the Think Tank at the Smith-sonian National Zoo included the psychology studentswith a group studying neuro-biology at American

Continued on Back Cover


ACTIVITY

Inquiries, Demonstrations, Experiments and Activities

Concept:

Materials:

Instructions:

Discussion:

Development: The Reproduction of a ShapeBy Bates Mandel, Philadelphia School District, Philadelphia, PA

This activity is based on a lab activity developed by T.L. Engle and Louis Snellgrove in Psychology: Its Princi-ples and Applications Lab Book, 7th Edition. It is a good demonstrator of how motor, perceptual and analytical skills develop as people get older.

The geometric shape below and five to ten sheets of blank paper. (Art has been reduced 20%.)

Students should complete this activity as a homework assignment by selecting five to ten subjects of varied ageto complete the task. Each subject is given the geometric shape and instructed to replicate it as accurately aspossible on the blank sheet provided. Subjects may be instructed to replicate both the size as well as the shapeof the object. This activity is to be completed free-hand without the aid of any rulers.

Students should try to select some subjects between the ages of three and ten years old as well as no morethan one subject from each of the other decades of life. It is also interesting to have at least one subject be-tween the ages of sixty and ninety years old. What students should try to avoid is selecting five or ten subjectsbetween the ages of fourteen and eighteen.

Once the assignment is completed, a session is held to analyze the class results. The original shape istaped to the board. On the board a series of categories can be set up based on age. The following row headingscould be tacked on the board: 3 years old, 4 years old, 5 years old, 6 years old, 7 years old, 8 years old, 9 years old, 10-12 years old, 13-14 years old, 16-19 years old, 20’s, 30’s, 40’s, 50’s, 60’s, 70’s, and 80’s-90’s.At this point, students should bring examples of each category and tape them to the board. This process shouldcontinue until there are three to five examples for each category.

During the class discussion it is interesting to focus on the early years and how the replications improvemarkedly over a short period of time. The discussion should also address the age category when the shape canbe produced accurately. Accuracy should be defined in terms of object size as well as shape.What is requireddevelopmentally to produce an accurate drawing? Students could also select the most accurate replication.Another concept to be addressed is individual differences.

Why do some seven-year-olds produce a surprisingly accurate drawing while others do not? When focus-ing on the years between fifty and ninety the issue of decline in performance is addressed. Is there any evidence of decline during this period? Is this evidence, if it exists, a general trend or only seen in some individ-uals? What processes may be involved which contribute to a decline in the accuracy of the replication?

Psychology Teacher Network is looking for good ideas, activities and experiments to share with our readers. Please submit any activities to Psychology Teacher Network, Education Directorate.

This activity originally appeared in Psychology:

It’s Principles and Applications (1979),

7th Ed., T.L. Engle andLouis Snellgrove, Eds., Orlando, FL: Hancourt,

Brace & Jovanovich.


Announcements

The Council on Undergraduate Research’s (CUR)mission is to widen opportunities for undergraduatesto study science through involvement in research,and to increase research opportunities for facultymembers at undergraduate institutions to furthertheir development as scientists and science educators.

CUR’s national office, located in Washington,DC, administers a number of programs in support ofthe Council’s mission: publications, conferences,communications, summer grants program, and di-rectories of undergraduate research

CUR April Dialogue Program SummaryCUR convenes two biennial conferences. The CURNational Conference examines issues affecting under-graduate research and faculty development in the sciences. CUR’s 8th National Conference will be heldat the College of Wooster in June of 2000. CUR’sother national conference, April Dialogue, held inWashington, DC every other year, provides a settingfor CUR members to meet with representatives fromfederal funding agencies and to discuss science policyissues with policymakers.

Special opportunities from this year’s confer-ence include: Find out how NSF and other federalagencies are fostering the research/education con-

nection, interdisciplinary research, and internationalcollaborations. Learn about funding for instrumen-tation and facilities. Discuss how we can use the newCongressional report, “Unlocking our Future: Towards a New National Science Policy”, to improvethe status of undergraduate research nationally andon our own campuses. Discuss issues such as thegovernment mandate for technology in education,PUI and research university collaboration, distancelearning, and interdisciplinary research. Learn howto address the needs of science, education and society through local research opportunities. Discusshow to deal with issues such as research quality, objectivity, undergraduate participation, ethics, datasharing, and the practicality of working as partnerswith many elements of local communities. Improveyour grantsmanship skills and contribute to scienceand educational policy at discipline-based and general workshops organized by CUR members and friends.

Additional information about CUR programsand services can be obtained by contacting the Na-tional Office: Council on Undergraduate Research,734 15th Street, NW Suite 550, Washington, DC20005; Phone: 202-783-4810; FAX:202-783-4811;E-mail: [email protected]; Website: www.cur.org

Council on Undergraduate Research To Hold April Conference

See Briefing, page 12Briefing, from page 7preparation, training and imple-mentation of disaster mentalhealth services (Jacobs, 1995).

APA agreed to fund a pilotcourse developed by the Califor-nia Psychological Association towork in disaster relief. This program would work in conjunc-tion with the Red Cross. Like-wise, the American Red Crosswas developing its own programin disaster relief called DisasterMental Health Services (DMHS).DMHS personnel served asmembers of the mental health response teams together withlocal and national mental healthresponse teams. The mentalhealth encounters were intended

for use with disaster relief work-ers, as well as disaster victims,and would be limited to three en-counters. Beyond that the personwas to be referred to additionalresources. The hope was thateventually there would existtrained personnel around thecountry who could respond todisaster sites without the need forbringing in assistance from faraway. Described as an excellentmeans of fulfilling social respon-sibility and promoting humanwelfare as a psychologist, APAurged member participation (Jacobs, 1995). During the 100thAPA Annual Convention in Washington, DC in 1992, APApresented the Disaster ResponseNetwork as a centennial gift to

the nation.The Disaster Response Net-

work has been a key player inmany disasters since it’s inception:Organized DRN psychologistshave been present at the floods inthe mid-west, the World Tradebombing, the Los Angeles earth-quake, the Long Island Railroadshootings and the Oklahoma Citybombing. With each incident,their efforts are timelier and wellcoordinated.

As of 1996, 52 State andProvincial Psychological Associa-tions had developed Disaster Response Networks with almost2,000 psychologists participating.615 Disaster Mental Health Ser-vices personnel work for theAmerican Red Cross and over


Announcements

Conferences on the Teaching of PsychologyFebruary 19-20, 1999Southeastern Conference on the Teaching of PsychologyKennesaw State University, Marietta, GA

The Eleventh Annual Southeastern Conference OnThe Teaching Of Psychology sponsored by the Department of Psychology at Kennesaw State University will be held at the Atlanta MarriottNorthwest Hotel in Marietta, GA (10 miles north ofAtlanta near the intersection of I-75 and I-285) onFebruary 19-20, 1999. The full conference program,including presentation abstracts, is available at theconference web site (www.kennesaw.edu/psychology/setop.htm). A poster session and teaching idea exchange is also scheduled for participants. The Society for the Teaching of Psychology, Division Twoof APA, will present a $500 travel expense award forthe authors of the best poster to present the poster atthe 2000 meeting of APA. The registration fee of$125 covers all meals and receptions during theconference. A special reduced conference rate of $85is available for high school psychology teachers andgraduate students. For additional information, contact Bill Hill, Kennesaw State University, 1000Chastain Rd., Kennesaw, GA 30144 (770-423-6257or email at [email protected]).

July 4-30, 1999Teaching the SCIENCE of PsychologyNo. Kentucky University, Highland Heights, KY

The Department of Psychology at Northern Ken-tucky University will host a summer institute forhigh school psychology teachers who wish to improve the scientific content and methods of theircourses. Participants will work in small groups underthe direction of noted psychology faculty and high

school master teachers to enhance their understand-ing of the content and methods of psychology as ascientific discipline. Teachers who complete the in-stitute will receive free room and board (individualdorm room), textbooks and other teaching materials, a $1200 stipend, and financial assistancewith travel. This conference is sponsored by the Department of Psychology, Northern Kentucky Uni-versity, with support from the National ScienceFoundation and The Northern Kentucky UniversityFoundation.

Eligibility criteria include the following: interestin learning to teach psychology as a science, at leasttwo years of experience teaching high school psychology, successful completion of at least one college-level psychology course, intention to con-tinue to teach high school psychology, submission ofa copy of the syllabus of the participant’s currentpsychology course, willingness to arrange and conduct in-service programs for other high schoolpsychology teachers, willingness to participate fullyin the evaluation of the institute, submission of awritten commitment from the appropriate schooladministrator(s) to provide access to a microcom-puter and at least $250 for equipment (including amodem if one is not already available), supplies, andother materials needed as start-up costs for an inquiry-based psychology course

For more information, please feel free to contactPerilou Goddard or George Goedel at (606)572-5310 (phone), (606)572-6085 (fax), e-mail ([email protected] or [email protected]), or mail:Department of Psychology, Northern Kentucky University, Highland Heights, KY 41099

Application deadline is May 1, 1999. Evalua-tion of applications will begin in January, 1999. We strongly encourage you to submit your com-pleted application as soon as possible!

See Briefing, page 13Briefing. from page 122,500 mental health professionalshave had DMHS training. Severalother mental health organizationsare currently working to developstatements of understanding withthe American Red Cross (Jacobs,1995) and many other indepen-dent organizations have developed

disaster response teams.All of these efforts have

greatly benefited the work ofmental health professionals anddestigmatized their role. Themedia and society now seek outmental health professionals’ ex-pertise on the topic of trauma andstress and have greater apprecia-tion for the far reaching impact

these catastrophes have. While re-search on traumatic stress hasbeen conducted since before thesecond half of this century, the fullimplications of disasters are stillbeing uncovered.

References available upon requestto Psychology Teacher Network.


Announcements

Midwest Regional OfficeAPP, 1800 Sherman Avenue #401Evanston, IL 60201(847) 866-1700Contact Midwest Regional Office to register

Friday, March 5, 1999John Carroll UniversityUniversity Heights, OH

Tuesday, March 16, 1999 (For experienced AP teachers only)Wednesday, March 17, 1999Triton Community CollegeRiver Grove, IL

Thursday, March 25, 1999Calvin CollegeGrand Rapids, MI

Middle States Regional OfficeSuite 410, 3440 Market StreetPhiladelphia, PA 19104-3338(215) 387-7600To register contact: Palisades Institute for [email protected](800) 787-7477Fax (212) 460-5460

Saturday, February 6, 1999Mainland Regional High SchoolLinwood, NJ

Saturday, April 24, 1999 (Preferably experienced teachers)Roland Park High SchoolBaltimore, MD

Western Regional OfficeSuite 480, 2099 Gateway PlaceSan Jose, CA 95110-1017(408) 452-1400

Saturday, February 6, 1999Aragon High SchoolSan Mateo, CAAnnette Sattar(408) 452-1400Fax (408) [email protected]

Saturday, February 27, 1999Alhambra High SchoolAlhambra, CAJanice Shook(408) 452-1400Fax: (408) [email protected]

Saturday, March 27, 1999California State University, FullertonFullerton, CACiCi Nguyen(408) 452-1400Fax: (408) [email protected]

Southern Regional Office2970 Clairmont Road, Suite 250Atlanta, GA 30329-1639(770) 908-9737

January 28, 1999Elon CollegeElon College, NC

February 25, 1999Norfolk Waterside Marriott HotelNorfolk, VA

AP Summer InstituteAugust 2-6, 1999Manhattan CollegeRiverdale, NY Contact: Brother William Batt(718) 862-7111

Advanced Placement Psychology Workshops

The College Board, via its regional offices, is sponsoring one-day conferences on the psychology Advanced Place-ment course. For more information or to register, call or write your local College Board office. All workshops aresubject to cancellation due to inadequate registration. The College Board website is http://www.collegeboard.org/ap.


The APA’s Education Directorate is sponsoring a oneand a half day workshop for high school teachers ofpsychology in conjunction with the Rocky MountainPsychological Association Convention in Fort Collins,CO, on April 16-17, 1999.

The workshop will provide teachers with an opportunity to: gain a greater knowledge and understanding of psychology; develop new conceptsand skills; explore scientific ways of thinking; engage in problem-solving and decision-making ac-tivities; and, exchange ideas and experiences withother teachers. Participants will be involved in many

exciting hands-on activities and demonstrations, andreceive numerous handouts for use in their class-rooms, as well as information about the AdvancedPlacement (AP) program.

To sign-up for the workshop, please completethe form below and return it to APA by April 2,1999. Every effort will be made to accommodate allregistrations but space is limited! For additional in-formation about the workshop and lodging, contactMartha Braswell, APA Education Directorate, 750First Street, NE, Washington, DC 20002. (800)374-2721, ext. 6140.

Name:

Billing Address:

City: State: Zip:

School:

School Address:

City: State: Zip:

Daytime telephone number:

Colorado Teacher Workshop

FEE: (check one)

❒ $35.00 for TOPSS members and APA members

❒ $45.00 for non-members❒ $60.00 includes TOPSS

memberships

PAYMENT: (check one)

❒ Check payable to APA enclosed❒ School Purchase Order enclosedCharge to:

❒ American Express❒ Visa ❒ Mastercard

Credit Card #:

Exp. Date:

Name as it appears on card

Cardholder Signature

Billing Address

City State Zip

To register for the TOPSS workshops, send completed form andpayment to APA, Attn: Workshop Accounting, 750 First Street, NE,Washington DC 20002-4242. Registration paid by P.O. or credit cardmay be faxed to (202) 336-5693.

Registration to attend the 1999 RMPA Convention is $5.00 forTOPSS members. Send checks for the RMPA Convention to PennieSiebert Ph.D., RMPA Treasurer, Department of Psychology, BoiseState University, Boise, ID 83725. Make checks payable to RMPA.For more information, contact Rick Miller at [email protected].

Registration Form(please print or type)

SPECIAL OFFER FOR NON-AFFILIATES: Join APA as a High School Teacher Affiliate and registerfor the workshop for only $60. For a High SchoolTeacher Affiliate application call the APA MembershipOffice at (202) 336-5580 or the Education Directorateat (202) 336-6076.

April Teacher Workshop To Be Held in Colorado

Announcements

Documents

Exchange, from Page 10 Psychology Teacher Networ is published … · 2020. 6. 22. · Psychology Teacher Network Education Directorate American Psychological Association 750 First