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


Monday, February 12, 2018

2018 TOPSS Competition for High School Psychology Students












2018 TOPSS Competition for High School Psychology Students 


High school psychology 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. Four winners will be selected for this year’s competition, each of whom will receive a $400 award.

The deadline for submission is April 15, 2018. 

For complete competition details, rules and guidelines, visit: http://www.apa.org/ed/precollege/topss/student-competition.aspx

Monday, January 15, 2018

Doing Psych: Survey Project

There are lots of calls for "doing psych" but not necessarily the ability due to ethical, time, resources, and financial constraints.

I began this survey project a few years ago when I had a Chromebook cart to use in class for several class periods.  My current school is 1:1 with Chromebooks and it makes the process a whole lot easier.

Goal:
To expose students to creating surveys, obtaining data, and writing a summary and conclusions about the data gathered.


Equipment/Software: You'll need to be 1:1 with devices the kids can type on--computers, Chromebooks, computer lab all work. You also need access to Google for Education Tools for easiest implementation. My school is a google school--all students have gmail, google drive, and many other tools--they will need google forms/sheets, and google docs for this project.

You may need to teach students how to write survey questions, use google forms/sheets, and recognize bad/poor survey questions.

Process: As a teacher in this project, I provide some basic guidelines and then spend the rest of the time (potentially several days) walking around, checking screens, and asking questions. It is really hard work to constantly be checking student work in class.

Procedures:

1. Do Background Reading:

2. Choose survey topic--get teacher approval

3. Create 5-7 questions--must be closed-ended--include one open-ended question for feedback

4. Obtain feedback from at least 3 other groups and the teacher on how good your questions are--you are looking for feedback to improve the survey--do your questions make sense and help you answer the questions you have.

5. Turn in links to surveys (teacher should have own google form to collect survey links)

6. Every student anonymously takes everyone else's survey to gather data (you can use any/all your classes since data will be used only in your class--none of this will be published)

7. Do a write-up--Student pairs examine the data gathered
  • present the results in numbers form with each question
  • present the data in a graphics format (easily done within google sheets)
  • provide conclusions for each question
  • provide conclusions about the entire survey
8. Students then do a separate reflection on what they learned as a result of doing the project, from choosing a topic to making questions, to analyzing data. What did they learn? This is an important metacognitive piece.


Cautions:

Students may want to choose topics that are too difficult or too sensitive for your school district--use caution and care in allowing what might or might not get you into trouble.

Depending on your patience and your students' backgrounds, you may want to let them struggle with this. You may want to immediately direct students into specific questions--this is a situation by situation basis for me--it depends upon the student(s). Sometimes the struggle of my asking and them answering is worth it. I ask a lot of questions like, "what kind of responses does that question give you" and "you want information X--how does this question get you there?"

Postscript: I first did a version of this assignment back in the late 1980s with my honors sociology courses based upon the work of Paul Schreiner, the previous teacher. All the technological additions and ethical considerations are based upon experience and reading a variety of sources. For the good or the bad, this comes from my brain.

posted by Chuck Schallhorn

Tuesday, January 9, 2018

Social Psych Review Activity

A belated Happy Holidays and a bright and merry 2018 to you! We had a great holiday here in the frigid Midwest and I even got to visit a frigid New York City for the holidays and see a dear "Psychology Friend" (those are the best kind of friends, btw.)

George Arthur visits NYC!
Maria and I eat cupcakes at Grand Central!

But seriously, back to the topic at hand. One of the great things about teaching psychology and AP psychology at my high school (Kimberly High School in Kimberly, Wis.) is that I have a great colleague, Mike Heling, who has some pretty creative and unique activities and reviews. He comes up with some seriously good stuff. (Many of you know Mike from the AP reading. He says, "Hi" and that I can not post his picture here.)

Since we're on the semester block schedule, we're DONE with content and in full-blown review mode. The other day, Mike came up with this GREAT Social Psychology review that I wanted to share with you all. It was funny, fun, interactive, and a great practice for FRQ scenarios that may get tossed at kids on exam day.

I thought this was a great activity and my kids had a blast! Here's a Google Drive link to his activity! (Note: the terms you can use does not have to be this list - I merely copied a term list I had from a Learning Target/Term sheet I give out at the beginning of the chapter. You can pick and choose which terms you'd like for the review.)

Wishing you all the best in 2018.

-----Posted by Amy J. Ramponi






Saturday, January 6, 2018

APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Awards

Back in 1997, I met this quiet and humorous gentleman from Iowa named Charlie. He was one of the instructors at the Nebraska Wesleyan Psychology Teacher Institute. Little did I realize the impact he would have on my teaching career and the entire world of high school psychology. I now get to call him a friend.


Prior to October 2014, this award was named “APA TOPSS Excellence in Teaching Awards.” It is now called, the "APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Award." You may not know Charlie, but you have likely been influenced by his approach to teaching, the activities he created or popularized, or may even use his textbook. In any case, there is this excellence in teaching award that is named after him.

There are a few items needed to apply, so get started now. No matter where you are in your career if you can get the materials together because you are an excellent psychology teacher, make the time and apply. This award is one of the high marks in anyone's teaching psychology career.

Make the time for this one--you won't regret it.

Details can be found here:
http://www.apa.org/about/awards/teaching-excellence.aspx


posted by Chuck Schallhorn

Friday, January 5, 2018

The Clark Workshop is Back--Info Here

Recent Announcement from the APA regarding the Clark Workshop!

The APA Education Directorate, APA Teachers of Psychology in Secondary Schools (TOPSS), American Psychological Foundation and Clark University are pleased to announce the 14th annual APA/Clark University Workshop for High School Teachers, to be held June 27-29, 2018, at Clark University in Worcester, Massachusetts.

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, Ph.D., 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.”

Faculty presenters from the Clark University psychology department will be announced by the spring. All interested high school psychology teachers are invited to apply; the workshop will be open to 25 teachers.

The deadline to apply is April 15, 2018. Participants will be selected by approximately May 1. Housing in the Clark campus dorms and materials will be provided for all participants.

There is no registration fee.

Participants will receive travel stipends of $150. For teachers in need of extra travel support, a limited number of travel scholarships of $250-$500 will be available as funding allows. Teachers with far distances to travel and/or need for additional travel support are encouraged to apply for these scholarships. Please indicate your need for scholarship funding in your application and provide an estimated budget of travel expenses. The maximum amount of financial aid any single participant will receive is $500.

For more information and to apply online, please visit http://www.apa.org/ed/precollege/topss/clark-university-workshop.aspx.

Please contact Yvonne Hill at (yhill@apa.org) with any questions.


posted by Chuck Schallhorn

Thursday, January 4, 2018

The Psych Show: Dr. Ali Mattu


If you are anything like me, you have gotten overwhelmed with the wealth of quality sources regarding psychology. Here is one more in case you have not already been exposed to it. Dr. Ali Mattu has appeared on our blog before with our highlighting his video on using the hands as a mnemonic (his most popular video). In this entry, we take a brief look some of the other episodes.

The Psych Show Channel YouTube Link

I have a few personal favorites since I am a bit of a Trekkie/Trekker (don't get all semantical on me) as well as a fan of practical psychology and diversity.


The reason I like these episodes is that they whet my appetite. There are not too long and pedantic as many videos on YouTube are. Nor are they ridiculous. They include humor where appropriate but take psychology seriously. I like the balance. Check them out. I suspect you'll like them.






















posted by Chuck Schallhorn