COURSES OF SPECIAL INTEREST FOR FALL 1997

PSYC 431 - INTRODUCTION TO CLINICAL PSYCHOLOGY DR. HALL

The goal of PSYC 431 is to introduce the student to the profession of clinical psychology. The course will include: the theories used by the clinician, clinical intervention styles, and theoretical issues in clinical psychology. In addition, you will learn how to use the DSM-IV and understand its role in diagnosis and assessment. We will also discuss how to work with populations who vary in culture, gender, sexual orientation, religion/spirituality, and socioeconomic status. PSYC 316 and PSYC 331 are required prerequisites for this course.

PSYC 443 - TESTS AND MEASUREMENTS DR. KIRNAN

Do you cringe when you hear the word, "test"? It seems as if everywhere we go, there is some type of assessment, from your SEX IQ in a popular magazine, to GREs and pre-employment tests. Well, here's your chance to see the view from the other side of the administration desk! Students will learn how these instruments are constructed and how to critically evaluate these tools. Demonstrations of actual psychological tests and exercises in item construction are planned as a "hands-on" component of this class. This course counts for the major and as an elective in the I/O Track.

CAPSTONE RESEARCH SEMINAR COURSES FOR FALL 1997

PSYC 491 - SENIOR RESEARCH SEMINAR (CAPSTONE) AND PERCEPTUAL DEVELOPMENT DR. BAENNINGER

Dr. Baenninger is teaching a Senior Research Capstone in Cognitive and Perceptual Development in Fall 1997. This course will focus on a theoretical and empirical investigation of the development of cognition and perception over the life span. Much of our attention will be focused on visual memory and visual attention. In particular, we will examine sex and gender differences in spatial ability, the ability to visualize objects and ourselves in relation to one another in space. Why are some people better than others at following or giving directions, or reading a map? Why are some people better than others at solving jigsaw and other hands-on puzzles? Are people who spend a lot of time on spatial tasks, like quilters, engineers, chemists, architects, and dentists, naturally better at spatial ability, or do they learn from doing? This format of this course will include seminar discussions and hands-on involvement in Dr. Baenninger's research. You must talk to Dr. Baenninger to enroll in this course (phone x2254, Office, Forcina 455).

PSYC 491 - CAPSTONE SEMINAR ON CONSCIOUSNESS DR. CHAFFIN

We will look at some of the fascinating phenomena that illuminate the puzzle of consciousness: subliminal perception, hypnosis, multiple personality, the split brain, amnesia, blindsight, out-of- body experiences, meditation, mystical experience, hallucination, and repression. We will also consider more everyday phenomena: dreams, the automaticity of habits, the exercise of free will, mental imagery, memory without awareness. These all shed light on the nature of consciousness, one of the last great mysteries of the universe. What's the mystery? Imagine a purple cow! What was purple inside your head? Answer, "Nothing". That's the mystery. How can a physical system, the brain, give rise to mental experience? The answer is beginning to emerge from recent advances in psychology, neuroscience, and artificial intelligence.

CAPSTONE RESEARCH SEMINAR COURSES FOR FALL 1997

PSYC 491 - CAPSTONE RESEARCH SEMINAR IN PSYCHOLOGY FROM INFANCY TO KINDERGARTEN: TEMPERAMENTS AND ENVIRONMENTS DR. BETSY RUDDY Students will learn about early development and participate in studies in the Infant/Child Lab (Forcina 413-15). Seminar discussion topics will include memory, intelligence, emotions, temperament, play, and social relationships, from birth to kindergarten, as well as environmental influences on all of these. Frequently, each student will be asked to select and report on a study relevant to the week's topic.

Throughout the semester, students will get hands-on experience in the Infant/Child Studies Lab. Students will help plan and conduct studies: testing children, developing new measures, gathering stimuli, developing scoring systems, scoring videotapes, and discussing the implications of results. Students may also wish to test hypotheses using data previously collected in our lab. Does infant temperament at home and in our lab predict later beliefs (about how fast to respond to a child who is crying, for example). How do parents' styles of responding to and interacting with children influence infants? ETC.! Many of our studies are longitudinal: early infancy to toddlerhood, or early infancy to kindergarten, or prenatal to infancy! Our data comes from laboratory observations and questionnaires completed by parents and, sometimes, teachers.

Interested students will have an opportunity to collaborate in a poster presentation, based on research done in the capstone, at the Eastern Psychological Association meeting next year. Come for a tour if you'd like to know more. Prerequisites: PSYC 301 and permission from Dr. Ruddy.

PSYC 492 - SENIOR FIELD STUDY IN PSYCHOLOGY: FIRST THREE YEARS OF LIFE DR. ART HOHMUTH

Combines field experience in a daycare center with lectures, readings, and library research. Students will have 3 l/2 hours per week of field placement, in addition to one period of class meeting time. The instructor will work out the field placements. Students will be expected to produce both a written and an oral report on some infant-related library research topic. Prerequisite: PSYC 203 and 301 NOTE: l) Space limited to 12 students. 2) Students must have their own transportation. 3) See Dr. Hohmuth for written permission to register before you meet with your advisor. 4) Field placement hours are assigned on a first-come first-serve basis. You may have to build the rest of your schedule around your placement time.

PLANNING YOUR FUTURE: NOT FOR SENIORS ONLY

IF YOU DECIDE ON GRADUATE SCHOOL:

YOUR UNDERGRADUATE EXPERIENCE -- START EARLY-- to position yourself to be successful in getting into a graduate program of your choice.

Throughout your undergraduate period, you want to select courses with the goal of graduate study in mind. Take as many courses as you can in psychology related fields. Take more than the minimum number of credits in your psychology major. Take everything we offer. (See the section preparing for the GRE printed elsewhere in Advice.)

Formal coursework is not the ONLY way to obtain an education in Psychology. It is important to supplement coursework with relevant experiences such as research, internships, independent study and teaching assistantships. If you have completed a variety of such experiences, you will stand out in comparison to other applicants to graduate programs. Students with research and applied experience are also better able to make a well-reasoned decision to pursue an advanced degree. These experiences will make you more sure about where you are headed, and more valuable as a student in a graduate program. These experiences also allow you to form relationships with professionals who can then write strong letters of recommendation for you. Some of the recent graduates of TCNJ have told us that having had research and field experience in psychology is essential for getting accepted by top graduate programs.

Obviously, you cannot fit all of these experiences into your senior year. The sophomore year is not too early to begin exploring these opportunities. Ask your professors and advisor for information about their research and how you might become involved. See Advice for independent study/research options. Take Statistics in Behavioral Sciences (PSYC 203) and Research Methods and Laboratory (PSYC 301) in your sophomore year so that you can participate fully in research programs. Take the junior research seminar (PSYC 398) if it is offered or do Independent Study as a junior. Information about internships is also posted. Check the bulletin boards in the student lounge. Speak with current or former supervisors about internships. Consider an "unpaid" internship as these may be as competitive as those which are paid. Professors have contacts with professionals outside of TCNJ. Ask them for help in finding a placement.

It would also be helpful for you to get in touch with Psychology graduates. Graduates from the Psychology Department of the past five years are interested in sharing their experiences with you. We have a listing of previous students who have gone on to Masters and Doctorate programs and/or into the work force. You can call them on the telephone or write to them for information. They can give you up-to-date advice about what they found to be helpful preparation at TCNJ, for life after TCNJ, as well as their wish list of what they did not do while at TCNJ that might have made a difference. Watch for notices around the Psychology Department. We are compiling the networking information now and will alert you as to its availability very shortly.

SELECTING GRADUATE PROGRAMS

Early in your Junior year at least, you should start searching for graduate programs. Talk to your academic advisor, and to other professors in the department, about your plans for graduate study. Borrow (from Dr. Wang) the APA book, Graduate Study In Psychology. It has good information about graduate study in general, and it has descriptions of graduate programs throughout America. You can order your own copy of this book for about $20.00 by calling the Order Department of American Psychological Association, 750 First Street, NE, Washington, D.C. 20002.

Read about the many graduate programs described in posters on bulletin boards on the 4th floor of Forcina Hall. Talk to our faculty whose interest in areas of teaching or research is similar to yours. Send away for literature about schools and programs. If you can, visit these places. Talk to students enrolled in the programs.

When you get to your senior year, you're ready to actually apply. START EARLY. Most doctoral programs have deadlines between December 15th and February 15th for the following fall semester. Some doctoral programs only admit new students in the fall semester. Masters program deadlines and policies vary. Most masters programs require applications not later than April 1st, and some have early January deadlines.

Some graduate programs require an autobiography or a personal statement. You are encouraged to obtain feedback from faculty members about your essay. This essay must be perfect, and professors can give you feedback on yours.

Request letters of recommendation from faculty or work supervisors. Make the task of filling out forms or writing letters easy for your referees. Here's how to do this:

- Be sure the form- if there is one- is filled out.

- Be sure the due date is indicated prominently - and you have given your referee plenty of time to prepare the reference.

- Do not be shy about asking your professors for references. Writing references and supporting conscientious students is part of a professor's job!

- Attach a r‚sum‚ to your request. Also note which courses you had with your referee, when you had the courses, and any other relevant information about your shared experience.

- Of course, provide stamped, addressed envelopes for all requested references. Last of all, please let the professors who helped you and who wrote letters for you know when you have been accepted! Keep in touch. Professors continue to be interested in you after you graduate. Information about your graduate study which you provide us can help future TCNJ graduates.

IF YOU ARE PLANNING TO TAKE THE GRE

You are strongly urged to take the GREs during the summer after your junior year. You should study for the GRE over a period of several months. Review manuals available in most large book stores are very helpful study aids. If your scores are low, consider retaking them in October of your senior year. Taking them later than that jeopardizes your chances for serious consideration in most, if not all, doctoral Psychology programs, and many higher quality masters programs. Ph.D. Clinical Psychology programs typically expect GREs of 1200 at the minimum. Carefully examine the GRE cut-offs for each school you are considering.

The following information about the content of the GRE comes from GRE Psychology: How to Prepare for the Graduate Record Examination, published by Barron's Educational series, Inc. On Page 3 they note: "The test will require you to refamiliarize yourself with a wide range of materials and concepts. There is no way to determine exactly how much coverage will be given to each of the areas within the discipline. Proportionate area coverage will vary from one examination to the next, although the areas being tested will remain constant." For example:

Physiological and comparative psychology 13.6% 15.5% Developmental psychology 12.2% 10.8% Learning and motivation 12.2% 13.8% Sensation and perception 12.2% 9.7% Clinical psychology and psychopathology 10.8% 9.2% Personality and social psychology 10.8% 21.0% Cognition and complex human learning 10.0% 8.7% Applied psychology 9.1% 2.2% Methodology 9.1% 9.2%

Obviously, if you plan to take the GRE, it would be good to take courses in all of these areas. Also, thoroughly review your Introductory Psychology textbook. It is also recommended that you read a textbook on History and Systems of Psychology. A readable and brief text is written by Duane Schultz.

IF YOU PLAN TO ENTER THE WORLD OF WORK AFTER GRADUATION

Talk to your academic advisor. Talk to other faculty in the department or college in your area of interest. Talk to professionals in your area of interest. Ask for an informational interview to find out what their education and experiences were. What is the job really like?

Visit Career Services. Read the bulletin boards in the Psychology Student Lounge. Some current job announcements are posted there. Write your r‚sum‚. Career Services has some useful information (samples, key words). Have others (students/faculty) read your r‚sum‚ and give you critical feedback. Your r‚sum‚ must be perfect - many managers throw out r‚sum‚s which are sloppy or contain grammatical or typographical errors.

Request letters of recommendation from faculty or work supervisors. Provide stamped, addressed envelopes. Fill out your portion of the recommendation (name, waiver, etc.). Be prepared to provide faculty with information such as a r‚sum‚ and courses you've had together (when, grade received, title of major paper). This will make the letter stronger and better for you!

Use the facilities on campus. Watch for job fairs and company interviews/information sessions.

Check your newspaper for ads. Check out the human services department in an organization (write, call, or visit.) Talk to previous employers; (there may be an entry level supervisory position); or talk to employment agencies; (even temporary work may be the avenue to a permanent position).

Network! Tell all your friends and relatives that you are looking for a job. Referrals are one of the most successful job search methods.

If you are granted an interview, prepare for it! Research the company - use our library reference room. Be able to ask intelligent questions and respond to tricky ones. There are many paperback interview guides available - ask the library or your local bookstore.

Keep your options open! Your first job may not be the optimal career opportunity, but it may be the first step to achieving that goal! Good Luck!

FOR THOSE CONSIDERING WORKING IN THE CLINICAL/COUNSELING FIELD

If you are interested in doing therapy or counseling, you should be aware of the fact that there are several professional fields to consider. Traditionally, each field requires different types of training and focuses on slightly different populations, although there has been a blurring of the boundaries between the fields. Below is a brief outline of assorted fields that frequently engage in therapy. Information about graduate training, licensure, typical client population, and average fee in private practice are provided for each field to enable you to make an informed decision about which field best matches your aspirations and goals.

CLINICAL AND COUNSELING PSYCHOLOGISTS

Becoming a clinical psychologist involves completing a doctoral program in clinical or counseling psychology. Clinical psychology doctoral programs are typically very competitive. Traditionally the training in these programs focuses on treating a population with more serious psychological disorders. Counseling psychology doctoral programs are less competitive to get into and typically have a developmental/assessment focus. Therefore, the clients on a counseling psychologist's case load typically are more likely to have less serious disorders. Both clinical and counseling programs involve training in counseling theory, psychological testing, etc. Because of the different client populations serviced by clinical and counseling psychologists, the therapeutic techniques and tests studied may vary accordingly. In order to become a clinical psychologist you must be licensed. The requirements to qualify for the licensure exam vary from state to state, but most states require a doctoral degree and at least two years supervised experience. Attending American Psychological Association (APA) accredited programs and internships will help to make you more competitive and will make it easier to assure that you meet licensure requirements, although a few people are successful without these credentials. Psychologists in private practice charge $100 per hour on average. State licensure boards and the publications put out by the APA are good resources to find out more about the practice of psychology.

COUNSELORS

People who identify themselves as counselors tend to see a population similar to counseling psychologists. There is a national certification exam for counselors, and the American Counseling Association (ACA) is pressing for licensure for counselors in every state. Currently licensure has passed in 38 states, including New Jersey. To become a nationally certified counselor you need to have the minimum of a Masters degree in counseling and two years supervised post-Masters clinical work. Licensure requirements vary from state to state, however - most states require the minimum of a Masters degree with at least 60 graduate credits, two years supervision, and a passing score on the national certification exam. Graduation from a CACREP accredited program reduces the amount of post-Masters supervision necessary. These requirements were recently increased to enable licensure as a counselor to be more widely accepted for third party payments. There are certificates available for such specialized fields in counseling as Mental Health Counselor, Gerontological Counselors, Career Counselors, School Counselors, etc. The average fee per session for a counselor is $60-$80. State licensure boards and ACA publications are good places to find out more about the work of counselors.

CLINICAL/COUNSELING FIELD (CONTINUED)

CLINICAL SOCIAL WORKERS

Traditionally social workers have provided more of a case management function, helping people to get connected with the social services they need. Social workers will therefore be more likely to work with populations who need social services. Recently there have been a growing number of social workers who have received clinical training similar to counselors and psychologists. Some clinical social workers do therapy. If your goal is to do therapy, you should be sure that the program you attend provides this type of training. The terminal degree for most social workers is the MSW. Many states now have licensure for social workers. Once again the requirements for qualifying for the licensure exam vary from state to state. The average fee per session for Licensed Social Workers is $60-$80. State licensure boards and publications from the National Association of Social Workers can give you a greater understanding of the practice of social workers.

REFERENCE BOOKS ABOUT CAREERS, GRADUATE STUDY, GRE

These references are available from American Psychological Association, Order Department, 750 First Street, NE, Washington, D.C. 20002. (Order by phone at l-800-374-2721)

* - Graduate Study in Psychology 1992 Edition with 1993 Addendum ($19.95)

- Is Psychology the Major for You? Planning for Your Undergraduate Years ($9.95)

- Getting In: A Step-by-Step Plan for Gaining Admission to Graduate School in Psychology ($14.95)

- How to Manage your Career in Psychology ($19.95)

Other references you might like to read are:

* - The Complete Guide to Graduate School Admission: Psychology and Related Fields (1990), Lawrence Earlbaum Associates, 365 Broadway, Hillsdale, NJ, 07642 ($17.95)

* - Insider's Guide to Graduate Programs in Clinical Psychology 1990/1991 by Tracy Magne and Michael Sayette. Guilford Press, 72 Spring Street, New York, NY, 10012

* - Fiore, J. P., Getting Into Graduate School in Clinical Psychology. In Nietzel, Bernstein, and Milich. Introduction to Clinical Psychology, 3rd. Edition 1991. Prentice-Hall.

- Knock 'em Dead with Great Answers to Tough Interview Questions (1988) by Martin John Yate. Bob Adams, Inc., 840 Summer Street, Boston, Massachusetts, 02127. ($6.95)

- Software for the GRE - published by Cliffs, about $35, available from software suppliers.

+ Practicing To Take the GRE General Test ($10.00)

+ Practicing To Take the GRE Psychology Test ($11.00)

+ Both available from Graduate Record Examinations, Educational Testing Service, PO Box 6014, Princeton, NJ 08541. Call 921-9000.

* Mrs. Guzzo has copies of these books to lend to students. See her in FH 429.These references are also on reserve in the library.

GRADUATING SENIORS' EDUCATION AND CAREER PLANS

The Psychology Department is collecting information about graduate school acceptances and employment offers so that we can compile a list and put it on display on the window of the Psychology Department across from Forcina Hall 424. If you are a graduating senior, please take the time to fill out the Graduating Seniors Education and Career Plans Survey. If you don't have a copy please ask one of the departmental secretaries. This is not only a celebration of your success, but also information for our upcoming majors about possible career directions.