Thursday, March 5, 2009 5:30pm-6:50pm



Friday, March 6, 2009 8:00am-9:20am

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|Symposium |Westmoreland East |

COLLABORATION AND CREATIVITY IN PSYCHOLOGY EDUCATION: FROM CHAOS TO CLARITY

Friday, March 6, 2009

8:00 AM - 9:20 AM

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CHAIR: MARGARET STUBBS (CHATHAM COLLEGE)

COLLABORATION AND CREATIVITY IN PSYCHOLOGY EDUCATION: FROM CHAOS TO CLARITY Faculty members from Chatham University will prompt a discussion of imaginative yet practical techniques being used in their psychology program. Case examples will be presented to facilitate discussion in four areas: the creation of an accelerated program in which students earn an undergraduate (BA in psychology) and graduate degree (Masters in Counseling Psychology) in five years, the development of interdisciplinary programs and innovative teaching tools/assignments, and methods for assessing students’ progress.

5 Year Program

Mary Beth Mannarino (Chatham University)

Interdisciplinary Programming

Sheila Seelau (Chatham University)

Innovation Teaching Strategies

Deanna Hamilton (Chatham University)

Innovative Teaching Strategies

Mary Jo Loughran (Chatham University)

Assessment

Stephanie Valutis (Chatham University)

Discussant(s): Margaret L Stubbs (Chatham University),

Friday, March 6, 2009 9:30am-10:50am

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|Event |Westmoreland East |

INTRODUCTORY PSYCHOLOGY COURSES: GATEWAY, SURVEY, OR BOTH?

Friday, March 6, 2009

9:30 AM - 10:50 AM

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CHAIR: AMY TAYLOR (DUQUESNE UNIVERSITY)

AMY TAYLOR (DUQUESNE UNIVERSITY), HOLLY CHALK (MCDANIEL COLLEGE), ANDREW PECK, PENNSYLVANIA STATE UNIVERSITY), ALBERT BRAMANTE, (UNION COUNTY COLLEGE)

Introductory psychology courses can serve several purposes. They can be a gateway course to determine who should/should not begin a major and they can be a general survey course to either entice possible students or to provide general students an indication of what the science of psychology entails. The discussion can go either way - the question resides within the GER positioning of the intro course. If we really want it to remain as one possibility within the GER listings then should we cover the "entire" field of psychology? If we want it to be the course that provides "interested" students an overview of the science of psychology - do we want to make it the gateway course? Either of these questions do not necessarily need an exclusive decisional approach. We may use it as both and in fact entice others who may not have considered the field, prior to taking the introductory course. The question remains - what does your curriculum look for your introductory course to provide? A major? Or to introduce the science?

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|Invited Speaker |Crawford |

IMPLICATIONS OF RESURGENCE FOR APPLIED RESEARCH AND PRACTICE

Friday, March 6, 2009

9:30 AM - 10:50 AM

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CHAIR: LISA WINBORN-KEMMER (WEST VIRGINIA UNIVERSITY)

CLAIRE ST. PETER-PIPKIN (WEST VIRGINIA UNIVERSITY)

Extinction is commonly used during the treatment of problem behavior. However, under particular conditions, responding can recur during extinction (termed resurgence). Although resurgence has received attention from basic researchers, it has been largely ignored in application, despite implications of resurged responding during the treatment of problem behavior. The current studies examine parameters of reinforcement schedules that influence resurgence. The implication of these results for research and practice will be discussed.

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|Poster |Allegheny Ballroom |

PERSONAL ATTRIBUTES

Friday, March 6, 2009

9:30 AM - 10:50 AM

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POSTER 1

PROMPTING PROCRASTINATION: ROLE OF INTERNET ADDICTION TENDENCIES AMONG STUDENTS

HARLEE J. PRATT, LESLIE EATON (SUNY COLLEGE AT CORTLAND), KIMBERLY A. MANCINA, EMILY SUMNER, JOSEPH R. FERRARI (DEPAUL UNIVERSITY)

Research claims that over 70% of college students engage in academic procrastination, delaying essential school-related activities. It is believed most students are heavily engaged in internet activities, such as gaming and social networking. The present study surveyed 215 male and female students enrolled in a public university on their life-style procrastination and internet usage tendencies. Participants reported arousal and avoidant procrastination, internet addiction, and internet activities. Results discuss reported differences between procrastinators and non-procrastinators students.

POSTER 2

DEFENSIVE SELF-ESTEEM AND INTRUSIVE THINKING

JENNIFER S. BORTON, JENNIFER SADOWSKY (HAMILTON COLLEGE)

Defensive self-esteem (the combination of high explicit and low implicit self-esteem) has been associated with a variety of ego-protective behaviors, including in-group bias and stereotyping. In the current study, we investigated whether defensive self-esteem would predict tendencies to experience and suppress intrusive thoughts. Defensive self-esteem was associated with experiencing intrusive thoughts and with the tendency to conceal thoughts from others, but not with suppression. Defensives may be unwilling to report hiding thoughts from themselves.

POSTER 3

SELF-ESTEEM AND SOCIAL-NETWORKING ACTIVITY: A CORRELATIONAL STUDY

FAME N. FREZZELL, CARRIE R. ROSENGART, NICOLE E. BENDER, MOLLIE M. O'ROURKE, NICOLE R. VERNON, JESSICA D. PLASSIO (CALIFORNIA UNIVERSITY OF PENNSYLVANIA)

The current study sought to correlate the amount of time spent on the popular social-networking site Facebook with scores on the Rosenberg Self-esteem Scale. It was found that self-esteem was negatively correlated with the amount of time spent on Facebook (r=-2.57, p ................
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