Department Of Psychology Research Articles

The change over time of the perceptions of school counsellor candidates related to students with learning disabilities

The purpose of this study was to examine the impact of training on learning disabilities (LD) on school counsellor candidates’ perceptions related to students with LD. The study group was comprised of 51 students in the Counselling and Psychological Guidance Department. The participants responded to an open-ended question: ‘Students with learning disabilities are like … Because …’. A content analysis technique was used in the analysis of the data. Based on the study results, it was determined that before being trained on LD, the majority of the participants considered students with LD as problematic or never progressing. Following the training, a majority of the participants started using metaphors indicating that students with LD may progress and learn.

S90 An Assessment of Mental Health Needs in Pediatric Patients With Inflammatory Bowel Disease (IBD) During the COVID-19 Pandemic

Background: Inflammatory bowel disease (IBD) is a disorder characterized by chronic inflammation and a dysregulated response to microbiota in the gastrointestinal tract. The severity of the disease can vary and often consists of alternating periods of remission and relapse. While IBD can present at any age, approximately 25% of patients are diagnosed before 20 years of age. Additionally, many studies have indicated that adolescent and pediatric patients with IBD have a poorer quality of life and increased prevalence of psychiatric disorders requiring medications. For example, a significantly greater usage of antidepressants was noted among adolescents with IBD in a nation-wide Finnish study. The aim of this project was to assess the burden and the kind of mental health issues facing our pediatric IBD population during the COVID-19 pandemic. Methods: A retrospective chart review was conducted on pediatric IBD patients (N = 140) seen at the University of Rochester Medical Center (URMC) from 2020 to 2021. Seven individuals were excluded because they did not have an established IBD diagnosis. Patient information, including sex, IBD type, symptoms at diagnosis, and age at diagnosis, was gathered from the medical record. Patient charts were reviewed for psychotropic medications. Medications used to treat ADHD, ADD, and chronic migraines were excluded. Mental health visits within the psychiatry, behavioral health, pediatric psychology, adolescent medicine, and social work departments were reviewed and recorded. Results: Of the pediatric IBD population sampled 56% were male, 44% were female, and the mean age of diagnosis was 11.2 years (SD: 3.74). Most individuals were diagnosed with Crohn’s disease (81%), and a smaller percentage were classified as having ulcerative colitis (19%). Approximately 43% of the pediatric IBD population had at least 1 mental health concern over this time period, and the most common psychiatric diagnoses were depression alone (67%), anxiety alone (3%), or both depression and anxiety (30%). About 36% of patients were prescribed a psychotropic medication and hydroxyzine (53%), sertraline (33%), and fluoxetine (25%) were the most prescribed therapeutics. 24% of patients utilized some form of mental health service but 49% of patients taking psychotropic medications did not appear to receive any formal mental health services. Patients who developed a psychiatric disorder reported more IBD-related symptoms at the time of their diagnosis compared to those without any history of psychiatric diagnoses (t(136)=1.99, P=.02). Conclusion(s): Our results suggest there are high levels of depression and/or anxiety in children with IBD seen at URMC during the time of the COVID-19 pandemic. Additionally, increased IBD symptoms at the time of diagnosis were associated with increased rates of psychopathology. Taken together, these findings suggest that more anxiety and depression screening is needed for pediatric IBD patients and that mental health services may be underutilized in the pediatric IBD population. Future directions include combining and comparing this data set with a previous pre-pandemic study performed at our institution to determine the full impact of COVID-19 on this population.

Leonard E. Jarrard 1930-2022.

HippocampusVolume 33, Issue 1 p. 3-5 IN MEMORIAM Leonard E. Jarrard 1930–2022 Richard G. M. Morris, Richard G. M. Morris Centre for Cognitive and Neural Systems, Edinburgh Neuroscience, The University of Edinburgh, Edinburgh, UKSearch for more papers by this authorJ. Nicholas Rawlins, J. Nicholas Rawlins Department of Psychology, Chinese University of Hong Kong, SAR, Hong KongSearch for more papers by this authorTerry L. Davidson, Corresponding Author Terry L. Davidson [email protected] orcid.org/0000-0003-2954-3247 Center for Neuroscience and Behavior, Department of Neuroscience, American University, Washington, DC, USA Correspondence Terry L. Davidson, Center for Neuroscience and Behavior, Department of Neuroscience, American University, Washington, DC, USA. Email: [email protected]Search for more papers by this author Richard G. M. Morris, Richard G. M. Morris Centre for Cognitive and Neural Systems, Edinburgh Neuroscience, The University of Edinburgh, Edinburgh, UKSearch for more papers by this authorJ. Nicholas Rawlins, J. Nicholas Rawlins Department of Psychology, Chinese University of Hong Kong, SAR, Hong KongSearch for more papers by this authorTerry L. Davidson, Corresponding Author Terry L. Davidson [email protected] orcid.org/0000-0003-2954-3247 Center for Neuroscience and Behavior, Department of Neuroscience, American University, Washington, DC, USA Correspondence Terry L. Davidson, Center for Neuroscience and Behavior, Department of Neuroscience, American University, Washington, DC, USA. Email: [email protected]Search for more papers by this author First published: 01 December 2022 https://doi.org/10.1002/hipo.23485Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume33, Issue1January 2023Pages 3-5 RelatedInformation

Psi Chi/APA Edwin B. Newman Graduate Research Award.

The Psi Chi/APA Edwin B. Newman Graduate Research Award is given jointly by APA and Psi Chi for the best paper published or presented by a graduate student at the APA or Psi Chi convention or at any regional or state psychological association meeting held between January 1 and December 31 of the previous calendar year. For purposes of the award, research is broadly defined to include all forms of empirical psychology, such as experiments, correlational studies, historical studies, case histories, and evaluation studies. The Edwin B. Newman Graduate Research Award was established in 1979. The award was established to recognize researchers at the beginning of their professional lives and to commemorate both the 50th anniversary of Psi Chi and the 100th anniversary of psychology as a science (dating from the founding of Wundt's laboratory). It was named for Edwin B. Newman, the first national president of Psi Chi (1929) and one of its founders. He was a prolific researcher and a long-time chair of the Department of Psychology at Harvard University. Newman was a member of APA's Board of Directors, served as recording secretary of the board from 1962 to 1967 and was parliamentarian for the APA Council of Representatives for many years. He served both Psi Chi and APA in a distinguished manner for half a century. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

University teachers and students in the pandemic: Connection, disconnection, and identity challenges

Drawing upon a new-materialist approach, the paper presents an explorative study on teachers’ and students’ identity re-configurations in the remote university. Online focus groups were conducted involving 60 students and 25 teachers from the Department of Psychology of the same University. The results showed that being connected appears to be a legitimating condition for students’ and teachers’ identities. Three main ways of being connected are described: connection as accessibility, connection as engageability, and connection as productivity. The paper offers reflections on this new intra-action between people and technology and discusses some challenges and implications for the future.

Psychological resilience and related influencing factors in patients diagnosed with major depressive disorder in remission: A cross-sectional study.

AIM: Psychological resilience is closely related to recurrence of depression. There are few previous studies on the influencing factors of psychological resilience in patients diagnosed with major depressive disorder in remission (MDDR). Here, we investigated the current status of resilience in patients diagnosed with MDDR and its influencing factors. A descriptive cross-sectional study was conducted from June 2019 to April 2021. One hundred and forty-two patients diagnosed with MDDR were recruited from the Department of Psychiatry and Psychology of the General Hospital of Northern Theater Command. Demographic information, social support, well-being, self-efficacy and psychological resilience were collected using self-reported questionnaires. The psychological resilience of MDDR patients was lower than that of the healthy Chinese adults in China. Multiple logistic regression analysis showed that education, personal monthly income, social support, well-being and self-efficacy were associated with psychological resilience. Receiver operating characteristic (ROC) curve analysis further confirmed that social support, well-being and self-efficacy were associated with psychological resilience. The psychological resilience of MDDR patients was lower than that of the general population in China. The education levels, personal monthly income, social support, well-being and self-efficacy were influencing factors of psychological resilience. According to the factors affecting the psychological resilience of patients diagnosed with MDDR, targeted clinical nursing is helpful to prevent the recurrence of depression.

Can scope-of-practice transfer psychiatrists be up for their job? A cross-sectional study of clinical competence status and related factors

BackgroundThe great economic and social changes have resulted in the prevalence of mental disorder increasing year by year in China. Mental health medical service resources of China are significantly insufficient. The program of Transfer Training for psychiatrist was launched in China in October 2015. Thousands of physicians completed the transfer training and obtained certificates. To date, there is little evidence to identify the status and related factors of clinical competence among scope-of-practice transfer psychiatrists in China.PurposeThis study aimed to investigate the status and related factors of clinical competence among scope-of-practice transfer psychiatrists of Sichuan Province, China.Patients and methodsThe sample was composed of 291 physicians who certificated the transfer training. Data were collected between September and November 2021, using self-made questionnaire with a total of 22 items to record demographic characteristics, practice status and workplace of participants. Descriptive statistics analysis, independent sample T-test, one-way ANOVA, Spearman rank correlation, and multiple regression analysis were used to analyze the data.ResultsThe clinical competence of participants score was (8.02 ± 1.48). Significant differences were found in clinical competence scores among: the subgroups of practice category, reasons for attending in the transfer training for psychiatrists, whether transfer to/ add mental health practice registration, whether engage in mental / psychological work after training, whether the level of transfer training meeting participants’ job needs, whether the level of transfer training meeting their theoretical learning needs, whether the level of transfer training meeting their clinical practice needs, salary change compared with pre-training, whether join in continuing education after training, whether wanted to join in continuing education after training, whether the workplace before training has mental / psychological department, whether the workplace after training has mental / psychological department, institutional nature, institutional level and institutional affiliation. Multiple regression analysis identified that level of transfer training meeting participants’ job needs, level of transfer training meeting their clinical practice needs, Whether the workplace before training has mental / psychological department, whether wanted to join in continuing education after training, institutional nature were the contributors of clinical competence.ConclusionThe study demonstrated that clinical competence of scope-of-practice transfer psychiatrists needed to be improved. Whether workplace has mental/psychological departments was an important factor of clinical competence. Besides, interest of physicians is another crucial factor for their clinical competence. The continuing education of those psychiatrists may be one effective measure considering their factual working conditions.

Подготовка кадров для органов внутренних дел Российской Федерации в условиях современных социальных трансформаций

The article is devoted to the organizational and pedagogical problems of managing the processes of training of employees of internal affairs bodies in the context of challenges to the Russian state and society. The issue under consideration concerns the external and internal conditions for the implementation of law enforcement activities in our country. the actual problems of personnel training for the internal affairs bodies in the conditions of modern socio-economic and socio-psychological transformations characteristic of the beginning of the new millennium are touched upon. Attention is paid to the consideration of some features of socio-communicative processes, socialization and social adaptation of various social groups, the impact of these features on improving the system of training law enforcement personnel. It is emphasized that over the next decades, the tasks of ensuring public security in the Russian Federation will be carried out by internal affairs bodies with new personnel resources and new competencies. The quality of this resource is largely determined by the management system of the organizational and pedagogical system of personnel training in educational institutions.
 Statement of the problem: the main problem considered in the work is the compliance of the management system for training the personnel potential of law enforcement agencies of the Russian Federation in a rapidly changing social situation, due to the reflection by society of climatic-ecological, epidemiological, man-made and, ultimately, social threats in the XXI century.
 Purpose: based on the analysis of the current situation in which the system of training personnel filling positions in state bodies engaged in law enforcement activities is being implemented, to propose for consideration some recommendations for improving the management of the organization of specialized training.
 Research methods: historical-genetic, comparative, systematic, general logical methods.
 Conclusions: modernization of the management system for training law enforcement officers is an integral part of the response of modern Russian society to the challenges of the new millennium. Positive examples in this area are contained in the practice of the Academy of Management of the Ministry of Internal Affairs of Russia, in particular, the Academic Department of Psychology, Pedagogy and Organization of Work with Personnel. It is recommended that the experience gained at the Academy of Management of the Ministry of Internal Affairs of Russia be translated into the organization of the activities of educational organizations located in the system not only of the Ministry of Internal Affairs of Russia, but also of other executive authorities that also train personnel for the law enforcement industry.

Историко-педагогический анализ научных школ МВД России

the article presents a historical and methodological analysis of the formation and development of scientific schools of the Department of Psychology, Pedagogy and Organization of work with personnel of the Academy of Management of the Ministry of Internal Affairs of Russia: legal pedagogy, legal Psychology, social Psychology, psychology of management, personnel management and organization of work with personnel of internal affairs bodies. The research culture of the teaching staff, as well as adjuncts and applicants - teachers and students of scientific schools - was formed in the personalities and published works, defended dissertations, and the scientific and applied tasks of the internal affairs bodies were solved. The formation and development of scientific schools was formed on an interdisciplinary and interdepartmental basis, based on the already existing and advanced innovative methodological approaches. The theoretical achievements of scientific schools were mediated by the educational process and the practice of the internal affairs bodies. For the first, members of scientific schools prepared textbooks and other educational and methodological publications, for the second, methodological recommendations and other scientific and methodological products were developed. The article also describes promising directions for the development of scientific schools of the Department of Psychology, Pedagogy and the organization of work with personnel of the Academy of Management of the Ministry of Internal Affairs of Russia.

SCALE OF SELF-ASSESSMENT OF MENTALIZATION AND SELF-AGENCY DEVELOPMENT IN MENTALIZATION-BASED THERAPY PROCESS (SAMS): FIRST VALIDATION

Developing reliable and valid tools for measuring the effectiveness of psychological and psychotherapeutic interventions is a critical task of modern psychological science and practice in Ukraine. The article presents a description of approbation of the psychological questionnaire (scale) for measuring self-assessment of development mentalization and self-agency in the process of mentalization-based psychological counseling (therapy) (SAMS). SAMS was developed within the theoretical psychoanalytic paradigm based on the psychodynamic tradition of empirical studies of the effectiveness of psychological interventions. The theory of mentalization by P. Fonagy and the theory of self-agency by J. Knox became the theoretical foundation of the SAMS. The purpose of the empirical study is to develop the body of SAMS and to check it for reliability and validity. Psychometric strengths of the SAMS were checked on a sample of clients of the project “Poradnya” (psychological counseling center) of psychology and psychotherapy Department of the Ukrainian Catholic University. 86 people were studied in the initial research and 32 in the re-test research. The study examined the SAMS methodology for internal, constitutional, and re-test reliability and its structural and constitutional convergent validity. According to the results of the conducted empirical research, it can be stated that the SAMS technique has high reliability and validity. Therefore, it can be used in further scientific studies of the effectiveness of psychological interventions in the same way as in psychological practice in Ukraine.

Sex and gender differences in pain: past, present, and future.

aCentre for Pain Research, University of Bath, Bath, United Kingdom bDepartment of Psychology, University of Bath, Bath, United Kingdom Address: Department of Psychology, University of Bath, Claverton Down, Bath, BA2 7AY, United Kingdom. Tel.: +44(0)1225 383671; fax: +44(0)1225 386752. E-mail address: [email protected] (E. Keogh). Sponsorships or competing interests that may be relevant to content are disclosed at the end of this article.

Using Factor Analysis as a Tool for Measuring the Quality of Life of University Students

Abstract Introduction: The aim of this research is to design a tool (a scale) for measuring the quality of life of university students and to copy down its validity, use and reliability on six-dimension academic achievement: it touches family life quality, social life quality, personal happiness, life satisfaction and mental health. Methods: 963 male and female students from the Faculty of Social Sciences, Department of Psychology, for the academic year 2018/2019 were exposed to the application of the model (factor analysis) and the reliability coefficient was reached by using Roland and Kettmann equation (.773) and Spearman-Brown (.776) and Cronbach’s Alpha (.629). Results: The feedbacks show that this tool for measuring ‘Quality of University Student Life’ is characterized and described as a good degree of stability. Discussion: When using “factor analysis” tool, we conclude that the exit dimensions focus on two basic axes: the first axis related to public health, quality of education, Family life, life satisfaction, and mental health. The second one consists of the quality of social life and personal happiness. Since these results have given a good degree to some extent, we were commended for working in favour of this tool (a scale) to judge the life quality of university students majoring in psychology faculty at the university. Limitations: The research and the questionnaire of the tool were applied to a group of psychology students at the national level which includes 963 male and female students with a percentage of 23.98%. The questions of this tool were tested on a sample of 963 students at the national level who were randomly chosen from various disciplines of master’s degree in psychology. Research was conducted during the academic year 2018/2019. Conclusions: The targeted instrument designed in this research which is “the factor analysis” has achieves a good validity and stability and has driven to two basic scales.

THE ROLE OF SELF-REGULATION IN ACADEMIC ADVISING FOR A SAMPLE OF UNIVERSITY STUDENTS

The current research aims to identify the level of self-regulation in academic advising among a sample of university students and the differences in the self-regulation of academic advising according to the variable (the cumulative average of the level of academic achievement) among female university students. The research sample consisted of 80 seventh-level students in the Department of Psychology at the Faculty of Education for Girls in Abha – King Khalid University in Saudi Arabia. This research used a descriptive approach. The researcher built and designed a self-regulation scale in the implementation of an academic advising plan to apply it to the research sample. The results showed statistically significant differences at 0.01 in favor of the means of the female students’ scores on the two dimensions (planning and goals – self-evaluation) of the dimensions of the self-regulation scale in the implementation of the academic advising plan. Also, the dimensions of self-regulation in academic advising fall within the high and medium categories of the scale. The dimension of planning and goals came first, followed by the dimension of self-evaluation in second place with a high degree. The dimension of requesting academic aid was ranked third and averaged. The study showed no statistically significant differences in the dimensions of the self-regulation scale for academic advising and the total score according to the cumulative average variable of the level of academic achievement among the female students of the current research sample. All the students had a high level of academic achievement, including grades of Good, High, Excellent, and Very Good, respectively, indicating that all female students in the current research sample used self-regulation skills in academic advising, which helped them raise their academic achievements and maintain a high GPA.

Views of Prospective Teachers on Learning Responsibility

This study aims to reveal the views of prospective teachers, who study at the faculty of education, on learning responsibility. This study is performed on the basis of the basic qualitative research method. The study group of the research is composed of a total of 48 prospective teachers whose views are received on a voluntary basis and who are enrolled in the Psychological Counseling and Guidance Department of the faculty. 29 of prospective teachers participating in the research are females and 19 of them are males. In the research, data are collected through an open-ended survey design to identify the views of prospective teachers on learning responsibility. Research data are analyzed through content analysis technique. Views of prospective teachers are grouped under certain categories by two researchers upon reading each answer for open-ended questions. The frequency of views/responses expressed by prospective teachers for each category is specifically demonstrated. At the end of the study, it is concluded that, firstly, definitions of prospective teachers for learning responsibility are on themes of study skills, learner’s independence, responsibility-awareness; secondly, their views on how learning responsibility is supposed to be achieved are on themes of the association of the learner with himself/herself, with the family and with the teacher, and lastly, their views on duties of teachers are on themes of sensational skills, method & technique, raising awareness about learning responsibility and academic skills.

Authorship Climate: A New Tool for Studying Ethical Issues in Authorship

Authorship of academic publications is central to scientists’ careers, but decisions about how to include and order authors on publications are often fraught with difficult ethical issues. To better understand scholars’ experiences with authorship, we developed a novel concept, authorship climate, which assesses perceptions of the procedural, informational, and distributive justice associated with authorship decisions. We conducted a representative survey of more than 3,000 doctoral students, postdoctoral researchers, and assistant professors from a stratified random sample of U.S. biology, economics, physics, and psychology departments. We found that individuals who tend to have more power on science teams (e.g., assistant professors and lead authors) perceived authorship climate to be more positive than those who tend to have less power (e.g., graduate students and non-lead authors). Alphabetical approaches for assigning authorship were associated with higher perceptions of procedural justice (i.e., perceptions of fairness and voice in processes and procedures) and informational justice (i.e., the extent to which individuals feel that information is justified and communicated honestly) but lower perceptions of distributive justice (i.e., perceptions of fairness in the outcomes of decisions). Individuals with more marginalized identities also tended to perceive authorship climate more negatively than those with no marginalized identities. These results illustrate how the concept of authorship climate can facilitate enhanced understanding of early-career scholars’ authorship experiences, and they highlight potential steps that can be taken to promote more positive authorship experiences for scholars of all identities.

Problem Gambling Severity of Students Sports Bettors and Its Relationship among the Dimensions of Study Habits: Implications for Counselling

Gambling is a well-known activity in most nations. Problem gambling as an index of gambling refers to the adverse effects on the gambler, on other individuals, his/her social life or even on the community as a result of the individual’s excessive gambling behaviour. Hence, problem gambling refers to all the harmful behaviours resulting from constant gambling. The purpose of this study was to investigate problem gambling severity and its relationship with the dimensions of study habits of students’ sport bettors in the University of Cape Coast. Descriptive survey design was adopted for the study. A population of 4,172 of level 400 students from four colleges of the university of Cape Coast were used for the study. Using the Krejcie and Morgan table, a fair representation of a population of 4,172 is 351. The researchers further used disproportionate stratified sampling technique to draw from each college the number required for the study. The PGSI items and Essuman Study Habit Inventory recorded Cronbach alpha of .76 and .97 respectively. The ordinal logistic regression was used to determine whether problem gambling severity had any relationship with any of the dimensions of study habits. The findings showed that the dimensions of study habit has a predictive relationship on gambler sub-type. It was recommended among other things that a proposed ‘Gaming Research Unit’ under the auspices of the Department of Education and Psychology should ensure the screening of students who are low risk, moderate-risk or problem gambler and with difficulties in their study habit should be referred for guidance and counselling.

Clustering of UK universities based on the research productivity of psychology departments

Higher education institutions in the UK have organised into mission groups for the advocacy of shared interests and ideologies. Although research productivity is claimed as a key point of difference between these groups, this claim has received relatively little empirical scrutiny. The current study examined the clustering of UK universities based on the research productivity of academic psychologists. It found evidence for the Russell Group’s (RG’s) claim that it represents leading, research-intensive universities, at least with respects to the discipline of psychology. Productivity metrics of a representative sample of 1339 academic psychologists were extracted from Scopus and Scimago database and were averaged to derive department level productivity indicators. Results from cluster analysis provided evidence in favour of RG’s research superiority claim. Cluster level averages of the cluster comprising RG universities were approximately 50–300% higher than those of the cluster comprising non-RG universities. As anticipated, the universities of Oxford and Cambridge surpassed all others to form separate clusters representing an ‘elite’ within the RG.

In memoriam Steven Greer MD 1928-2022.

Psycho-OncologyVolume 31, Issue 12 p. 2193-2194 OBITUARY In memoriam Steven Greer MD 1928–2022 Maggie Watson, Corresponding Author Maggie Watson [email protected] Research Department of Clinical, Educational and Health Psychology, University College London, UK Institute of Cancer Research, UK and Research and Innovation, University of Southern Queensland, Toowoomba, Queensland, Australia Correspondence Maggie Watson, Research Department of Clinical, Educational and Health Psychology, University College London, UK Institute of Cancer Research, UK and Research and Innovation, University of Southern Queensland, Toowoomba, QLD, Australia. Email: [email protected]Search for more papers by this authorClare Moynihan, Clare Moynihan Institute of Cancer Research, Sutton, UKSearch for more papers by this author Maggie Watson, Corresponding Author Maggie Watson [email protected] Research Department of Clinical, Educational and Health Psychology, University College London, UK Institute of Cancer Research, UK and Research and Innovation, University of Southern Queensland, Toowoomba, Queensland, Australia Correspondence Maggie Watson, Research Department of Clinical, Educational and Health Psychology, University College London, UK Institute of Cancer Research, UK and Research and Innovation, University of Southern Queensland, Toowoomba, QLD, Australia. Email: [email protected]Search for more papers by this authorClare Moynihan, Clare Moynihan Institute of Cancer Research, Sutton, UKSearch for more papers by this author First published: 25 October 2022 https://doi.org/10.1002/pon.6048Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume31, Issue12December 2022Pages 2193-2194 RelatedInformation

Herbert Jasper in Paris and the Origin of Electromyography.

Herbert Henry Jasper was arguably the 20th century's most influential clinical and research electrophysiologist. He initially sought an understanding of the function of the brain through philosophy and psychology as a graduate student, but a chance encounter led to his training in electrophysiology with Louis Lapicque and Alexandre Monnier at La Sorbonne in Paris from 1931 to 1933. There Jasper studied the electrophysiology of the neuromuscular unit in crustaceans, amphibians, and mammals, in the hope of gaining insight into the influence of the cortex and spinal cord on motility. Jasper joined the Department of Psychology at Brown University on his return from Paris, with the intention of pursuing his studies in neuromuscular physiology, but his interest veered to electroencephalography in 1934, when he became aware of Hans Berger's work on electroencephalography. Jasper was recruited to the Montreal Neurologic Institute (MNI) as its electroencephalographer in 1938. As Canada entered the Second World War in 1939, the Canadian Army required an accurate, reliable, and portable apparatus to localize the site of peripheral nerve injuries, to assess their severity, and to guide their intraoperative treatment. Jasper, using his expertise in neuromuscular electrophysiology and André Cipriani, the MNI's electrical engineer, set themselves to the task, and together they built the first clinical electromyograph. The quality of Jasper's electromyographic recordings attracted the attention of James Golseth, a neurologist working with the US Army on peripheral nerve injuries. Golseth tested Jasper and Cipriani's machine on American casualties, and the US Army quickly adopted it for its own use. Following the cessation of hostilities, Jasper, Golseth, and James Fissell, an electrical engineer, developed the first commercial electromyograph based on Cipriani's circuitry. The commercial availability of electromyographs and their widespread use led to the creation of the American Association of Electromyography and Electrodiagnosis in 1953, with James Golseth as its first president. Jasper returned to electroencephalography after the war, but the MNI maintained an active division of electromyography under his direction where the likes of Milton Shy, who with Glen Drager described multiple system atrophy, and the Nobelist David Hubel trained in electrophysiology.

Acoustics and cognitive psychology at the University at Buffalo, the State University of New York

The Psychology Department at the University at Buffalo, SUNY offers mentorship-based, research-intensive Masters’ and Doctoral degrees in Cognitive and Behavioral Neuroscience Areas of Psychology. Faculty specialize in audition, vocal production, psycholinguistics, bioacoustics, language development, attention, music cognition, and learning. Specific expertise includes auditory and vocal processing and multisensory integration across the lifespan. Study populations include mice, whales, and human children and adults, including special populations such as musicians, bilinguals, and people with conditions like aphasia, autism, dyslexia and attention deficit hyperactivity disorder. Methodologies include, but are not limited to, eye tracking, functional magnetic resonance imaging, motion capture, animal psychophysics, electroencephalograms, and surface electromyography. The program is collaborative, collegial, and supportive, and the graduate student stipends are competitive in an area of the country with a low cost of living. Students train with other students and faculty to become experts in their chosen area of study. The combination of academic and research training allows students to thrive and leave the program prepared for independent careers in academia or applied settings such as industry. See: https://arts-sciences.buffalo.edu/psychology/graduate/overview.html for more information about the program.