G. Stanley Hall/Harry Kirke Wolfe Lectures 2009
American Psychological Association Convention
Harry Kirke Wolfe LecturePsychology is a Science: Engaging Students in the Research Process |
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David Thomas, PhDProfessor & Associate Head |
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In part to address problems concerning the lay public’s ignorance of the true nature of psychology as a scientific endeavor, the APA has included in its Guidelines for the Undergraduate Psychology Major a call not only to convey this knowledge base to students (Goal 1), but also to teach students to understand the methods we use to gain this knowledge (Goal 2) and to think critically and skeptically (Goal 3) about it. Thus one of my primary learning objectives in teaching psychology to undergraduates at any level is to provide the tools for understanding and evaluating that body of knowledge, as well as the representations of it and other scientific data in the popular media. This year’s H.K. Wolfe Lecture will focus on a) teaching basic and advanced research designs through the use of news media, movie plots, and my own research in Ethiopia; b) active participation in the research process using computer-based experiments, public data bases, and untapped sources such as cemeteries and zoos; and c) helping students search for alternative explanations to foregone conclusions. |
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| Date: Friday, August 7, 2009 Time: 11:00 a.m. Session Chairperson: Rita Curl-Langager, PhD, Minot State University |
G. Stanley Hall Lectures |
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David H. Barlow PhD, ABPPProfessor of Psychology and Psychiatry |
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Substantial evidence has accumulated in just the past few years broadening and deepening the efficacy of evidenced based psychological treatments (EBPT) for a wide range of mental disorders and psychological aspects of physical disorders . This evidence is now sufficient to persuade policy makers in large health care organizations to recognize an urgent need for increased access to evidenced based psychological treatments, and over two billion dollars has been allocated to better disseminate these interventions in the past 2 years. But procedures for accomplishing this goal are not well worded out, and substantial,albeit potentially satisfying, conceptual changes are on the horizon related to a new dimensional focus emerging in DSM V. This presentation will review the current status of EBPT, efforts to disseminate these treatments, and likely future developments in EBPT emphasizing a more modular transdiagnostic approach better fitting with DSM V. |
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Date: Friday, August 7, 2009 |
"The more things change...": Teaching About Stereotyping and Prejudice |
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Mary Kite, PhDDepartment of Psychological Science |
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Social scientists have made great strides in understanding the nature and causes of prejudice and in documenting its social consequences. At first glance, this research offers a pessimistic perspective on the possibilities for reducing prejudice and discrimination. Research on stereotyping and prejudice, for example, suggests that people use information processing strategies that lead to bias toward social groups. Additional research suggests that even well-meaning people unknowingly act in prejudiced ways toward outgroups – even those who are strongly motivated to avoid doing so. On the other hand, a review of even fairly recent history suggests that social attitudes and beliefs do change over time – often in a positive direction. Hence, social scientists have reason to be optimistic about the future. This talk will explore how instructors can strike a balance between covering the breadth of knowledge about stereotyping and prejudice and helping students understand that bias is not inevitable. I will also discuss strategies that effectively encourage students to be part of that change. |
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Date: Saturday, August 8, 2009 |
Culture and Controversy: Situating B. F. Skinner in Psychology’s History |
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Alexandra Rutherford, PhD, CPsychAssociate Professor |
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B. F. Skinner (1904-1990) is one of the most celebrated – and maligned – figures of 20th century psychology. To fully evaluate his significance in psychology's history, it is necessary to move beyond internalist accounts that focus on the truth or error of his position, and place his contributions in their broader social, political, and professional contexts. What role did Skinner's ideas play in shaping post-WWII American life? How was the application of Skinnerian principles to everyday problems received by the American public, including patients, prisoners, and policy-makers? What can this analysis tell us about the relationship between psychology and its publics? This talk will situate Skinner and his work in mid-20th century American life as an example of such a contextual analysis. The benefits of this approach to teaching psychology’s history will be highlighted. |
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Date: Friday, August 7, 2009 |