Thursday, April 12, 2018

April 15 Deadline Reminders for Grants and Contests

The following information is from the APA Education Directorate. Please apply and/or encourage your students to apply.



The following programs all have April 15 deadlines; we hope you or your students will apply!

APA TOPSS Competition for High School Psychology Students 
http://www.apa.org/ed/precollege/topss/student-competition.aspx

Students are invited to participate in a video competition to demonstrate how psychology can benefit society at a local, regional, or global level. Each submission must include a 2-5 minute video, supported by a written statement of 750-1,000 words. The deadline for submission is April 15, 2018. 

APF High School Psychology Outreach Grants  
http://www.apa.org/apf/funding/psychology-teacher-network.aspx

$5,000 is available to fund innovative programs that support networking, professional development and educational outreach opportunities for high school psychology teachers and students. These grants support regional teaching networks for high school psychology teachers (a new “how-to” guide is online here). The deadline to apply is April 15, 2018.

APF Professional Development Awards for High School Psychology Teachers http://www.apa.org/apf/funding/professional-topss.aspx 

$2,500 is available to help fund high school psychology teachers' travel and attendance to the 2018 APA Annual Convention, being held in San Francisco, California, Aug. 9-12, 2018. Funds can be used to offset costs of travel, conference registration, and housing accommodations. The deadline to apply is April 15, 2018.


APA/Clark University Workshop for High School Teachers: June 27-29, 2018http://www.apa.org/ed/precollege/topss/clark-university-workshop.aspx

This three-day workshop is specifically for high school psychology teachers. The 2018 workshop presenters will include Jessica Flitter, of West Bend High School (West Bend, Wisconsin), and Scott Reed, of Hamilton High School (Chandler, Arizona). Regan Gurung, PhD, of the University of Wisconsin, Green Bay will give the keynote address entitled “To Boldly Go (Beyond Content): Teaching High School Psychology, Skills, and Learning.” There is no registration fee. Housing and food are provided for participants and travel stipends and travel scholarships are available. The deadline to apply is April 15, 2018.


posted by Chuck Schallhorn

Saturday, April 7, 2018

Dead Serious: Breaking the Cycle of Teen Suicide

https://amzn.to/2uW3BIc 
Many of you have likely read recently that the current generation of adolescents is facing higher levels of anxiety and depression than ever before. I've read a number of articles highlighting that fact. Today's teens face challenges in life that anyone over 25 has not experienced and to generalize, the individual teens often do not have the coping skills needed to cope with those stressors. In addition to creating relationships with students so they have a trusted adult in their lives, there are some more impactful steps teachers can take.

Dead Serious: Breaking the Cycle of Teen Suicide, 2nd Edition is an updated book that gives both teens and adults some excellent advice on recognizing anxiety and depression, recognizing warning signals, bullying, surviving another's suicide, LGBTQ-specific concerns and issues, and making connections. The stories are powerful, the information is solid and accurate, and the book is incredibly valuable.

As a person who has experienced suicides of friends, students, and a family member, I found this book to be incredibly powerful. If only I had such a resource earlier in my life. . .

Below are a list of chapters Jane Leder covers in this important book.

Forward
  1. When It's Someone You Know
  2. Behind the Statistics
  3. Anxiety and Depression
  4. Exploding the Myths / Recognizing the Warning Signals
  5. Suicide Survivors
  6. Over the Edge: Interviews with Suicide Attempters
  7. Bullying: A Power Play That Hurts
  8. LGBTQ Teens: Overcoming the Stigma with Resiliency and Pride
  9. Connections


I personally had a chance to read a pre-publication version of this book and was impressed. This is a valuable book that should be required reading for all middle and high school employees and made widely available for students. I personally bought five copies for my classroom and am encouraging anyone in education to read and purchase copies for your classroom or your library. Yes, I am biased, but human life is that important to me.

Yours in survival and prevention,

Chuck Schallhorn

Thursday, April 5, 2018

Magic, Mentalism, & Hypnosis: John Mohl Guest Blogger

Today we have a guest blogger, Dr. John Mohl, AP Psychology teacher and experimental psychologist from Pennsylvania. He brings us an insightful examination into mentalism and magic.

Derren Brown, a talented mentalist and magician, has been well known in the UK for over a decade, but many Americans are getting their first exposure to him through his first Netflix show The Push. [NOTE: Spoiler alert…if you are planning to watch it, stop reading until you’ve had the chance to see it]. Based on the premise that humans are vulnerable to manipulative persuasion, the show presents four people who had previously applied to be on a Derren Brown program but were told that they were not selected, and were unaware that their experiences were being filmed. Each person was individually placed in a staged setting in which other people (who were all actors) used persuasion techniques aimed to get the participants to do increasing deviant behavior, with the climax of being pressured to push an antagonizing character off the roof of a building avoid potential legal trouble stemming from earlier actions in the show (that person was surreptitiously harnessed, so no harm was done if the person was pushed). Three of the four participants ended up doing the push.

 The perceived implications are clear: we are susceptible to influence that can bring us perform even the worst of actions, for which we must be weary and prepared to resist. However, if everything presented in the program is accepted at face value, there is reason to doubt the validity of the results. While participants were likely not “in on the act” on an explicit level, they likely were on an implicit one. To understand this idea, we need to examine an often-overlooked issue in human behavioral research.

When people enter a psychological study, they have certain assumptions. The first is that the study is done in the name of science. They know that they are there to help investigators test a hypothesis. The second assumption is that no one will be harmed in the course of the study (barring any acknowledged risk learned during the informed consent process). They know that their actions will not have any lasting aversive impact on themselves or others involved. Finally, anything that happens to them, including any deceptions, only does so with their acknowledgement and consent. Coupled with these assumptions is the fact that participants, who volunteer themselves freely, desire to be good subjects. They hope to give the experimenter whatever he or she desires in order for the experiment to be successful, and will perform in whatever way they think is desired. The participant is always thinking, observing, and making judgments about the study, and can perceive the slightest of nuances embedded within the study, the people involved, and the procedures being used. All of these could, albeit unintentionally, potentially communicate the point of the study. As such, the participant will try to conform to what is expected of him or her. These nuances are what Martin Orne called demand characteristics.

 Though many psychology students (and teachers) are unfamiliar with them, demand characteristics are present in every psychological study. They are unavoidable and, unless a proper design is used, their potential confounding effects in studies are unknown. Participants act on demand characteristics implicitly and not as deliberate attempt to ruin a study, but their doing so can threaten the validity of its findings. In an ingenious experimental design used to determine whether hypnosis can make one do anti-social acts, Orne and his colleagues used two groups. The first was composed of highly hypnotizable people who were instructed to experience hypnosis like they normally would. The other was made up of people who were not responsive to hypnosis in spite of repeated attempts. These participants were told to fake their responses in order to dupe the hypnotist, who was blind to who was simulating and who was real. In doing so, the hypnotist (who, based on previous research, does no better than chance in guessing who was actually malingering) would treat both groups the same way. This way, the demand characteristics can be parsed out from the true effects of hypnosis: whatever the hypnotized participants do, and not the simulators, would truly be the result of the hypnotic process.


Participants were told in hypnosis to do a variety of anti-social acts, such as dipping their hand into fuming nitric acid, throwing the acid into the face of the experimenter, and reaching out to pick up a poisonous snake. However, unknown to the participants, the experiment was set up in such a way that no actual harm was being done to anyone (the participant, for example, was actually placed behind an invisible glass barrier that would prevent the experimenter from being hit with the acid). Five out of the six truly hypnotized participants completed all of the acts, but all six simulators did the acts as well, indicating that their acquiesce was the product of the demand characteristics to which they were complying, and not hypnotic suggestion.

Derren Brown’s The Push portrays a setting that is vastly different than the experimental setting. Still, demand characteristics and participants’ accompanying set of assumptions still apply. Presumably, participants had previously signed consent forms that acknowledged potential (and unwitting) participation in a future event. The actors in the show who interacted with the subjects may have communicated the demand characteristics of the situation in the same fashion that experimental confederates might do. Brown’s previous specials have portrayed people in staged settings in which they “robbed a bank” and “assassinated” a known celebrity without anyone actually being harmed. Participants knew, then, that their potential participation, while potentially distressing, would not include anything dangerous. These variables could have factored into the participants’ decision to do the final act.

 The strong and compelling emotions exhibited by the show’s participants could serve as evidence that they accepted the reality of the situation (i.e., they are really pushing someone). However, these can also manifest in simulating conditions. A dissertation study conducted by Charles Holland replicated Stanley Milgram’s procedure in his famous Obedience Experiment, but it had two additional quasi-control conditions. One had participants believing that the shocks were really only one-tenth of what was portrayed on the machine, while the other had participants informed that they were in the control group and were instructed to pretend that they were na├»ve subjects. In all three conditions, participants exhibited many of the same behaviors. Blind observers did no better than chance in guessing the condition to which participants were assigned. Thus, if simulating participants can produce sweating, fidgeting, and signs of distress in a psychological study, they could also in a TV show that they hope might be successful. The general message that Derren Brown promotes, that psychological principles, applied in a certain fashion can influence how we think and make decisions, should not be overlooked. The Foot-in-the Door Technique, which he referenced in the show, can lead people to acquiesce to large requests after agreeing to smaller ones. Forms of coercive persuasion (“brainwashing”) have been shown to work in a variety of settings, ranging from POWs returning from the Korean War to people who have been persuaded to join cults. A number of psychological factors employed in the special could have had a genuine effect. However, the degree to which demand characteristics played a role in getting the participants to commit the seemingly murderous act simply cannot be ascertained. While Brown referred to the episode as an experiment, the lack of a proper control group undermines his claim of how vulnerable we are to persuasion. If a simulating control group, similar to what was used in Orne’s or Holland’s research, were uniformly to refuse to commit the final act, then The Push would be much more convincing. However, until such is done, we must pull back on making overarching judgments.


posted by Chuck Schallhorn, written by Dr. John Mohl

Sunday, March 25, 2018

2nd Annual Psychology Conference for Michigan High School Psychology Teachers


I'm happy to share this announcement of the 2nd Annual Psychology Conference for Michigan High School Psychology Teachers! The conference - which is FREE and includes lunch - features professors David Myers and Katelyn Poelker, both of Hope College. More information about the conference is shared in the link above and in PDF format in this flyer. Register soon to reserve your spot!

--posted by Steve

Friday, March 23, 2018

APA Center for Psychology in Schools and Education Needs Your Help

Hi All,

I am at the APA Spring Consolidated Meeting in Washington, D.C. at the moment. There is a group called Center for Psychology in Schools and Education. They have a great desire to assist teachers, counselors, and support personnel in the K-12 world.

They need your feedback in order to create resources and programming to best meet our needs.

Please take a few minutes to fill out the survey at this link.

For additional information, please contact Maha Khalid at mkhalid@apa.org or call at 202-336-5977.



posted by Chuck Schallhorn

Monday, March 5, 2018

Psi Alpha--Possible New HS Psychology Honor Society

From the Psi Beta National Honor Society in Psychology for Community College Students March 3, 2018

This letter is from Jerry Rudmann, PhD
Executive Director Psi Beta
http://psibeta.org 


Greetings.

This is a special message to America's teachers of high school psychology. I am pleased to announce Psi Beta’s decision to launch a high school honor society. “Psi Alpha” (the tentative name) will serve talented high school students having an interest in psychology. Moreover, Psi Alpha will support quality psychological science education, be a resource for teachers of high school psychology, and help inform high ability high school students about career options in psychology.

Building on 35 years of success in serving America’s talented community college students, Psi Beta has the resources necessary to facilitate Psi Alpha’s development. That said, teachers of high school psychology will be critical to Psi Alpha’s development and allocation of instructional resources. If you are one of America’s teachers of high school psychology, please indicate your interest and availability to assist in development of Psi Alpha.

Please use this link https://goo.gl/forms/eAeKiNjUpOFCh1vD2 to access and complete a very brief interest form.


posted by Chuck Schallhorn

Sunday, March 4, 2018

Iowa Teachers of Psychology Conference (ITOP)

If you teach psychology in Iowa or near Waterloo, check out this post. The folks in Iowa are putting together an excellent spring meeting. Waterloo is not that far from Minnesota, Wisconsin, Illinois, Missouri, Kansas, and Nebraska. Check it out!

Conference Website
Registration Form




posted by Chuck Schallhorn

Thursday, February 15, 2018

American Psychological Foundation (APF) Professional Development Awards for High School Psychology Teachers

American Psychological Foundation (APF) Professional Development Awards for High School Psychology Teachers 

APF has made $2,500 available to help fund high school psychology teachers’ travel and attendance to the 2018 American Psychological Association (APA) Annual Convention, being held in San Francisco, California, Aug. 9-12, 2018.

Funds can be used to offset costs of travel, conference registration, and housing accommodations. The deadline to apply is April 15, 2018. 

For details visit: http://www.apa.org/apf/funding/professional-topss.aspx

Wednesday, February 14, 2018

APF Money for Creating/Supporting Regional Networks

American Psychological Foundation (APF) High School Psychology Outreach Grants 

APF has made $5,000 available in 2018 to fund innovative programs that support networking, professional development and educational outreach opportunities for high school psychology teachers and students. These grants support regional teaching networks for high school psychology teachers.

The deadline to apply is April 15, 2018. 

For details visit: http://www.apa.org/apf/funding/psychology-teacher-network.aspx



Tuesday, February 13, 2018

APA/Clark University Workshop for High School Teachers--Amazing PD

APA/Clark University Workshop for High School Teachers

 The 14th annual APA/Clark University Workshop for High School Teachers will be held June 27-29, 2018, at Clark University in Worcester, MA.

 All interested high school psychology teachers are invited to apply; the workshop will be open to 25 teachers.

Workshop presenters will include Jessica Flitter, of West Bend High School (West Bend, Wisconsin), and Scott Reed, of Hamilton High School (Chandler, Arizona). Regan Gurung, PhD, of the University of Wisconsin, Green Bay will give the keynote address.

The deadline to apply is April 15, 2018. For details visit: http://www.apa.org/ed/precollege/topss/clark-university-workshop.aspx