Jacki Kinsman, an Anselmian alumni and former psychology major, recently obtained her doctorate in School Psychology at William James College. She talked with us regarding her experiences and offered some advice to current psychology majors. What were some of your favorite classes at the college and why? My favorite classes at Saint Anselm College were definitely my psychology courses. My very favorite psychology classes were taught by Professor Charlene Bonner. Psychology and Law and Abnormal Psychology were by far the most interesting. I loved her style of teaching because she taught us like grown-ups- we got what we put into it and she showed the best videos! She also told us a lot of personalized work-related stories, which is actually a big part of the reason that I decided to go for my doctorate. I also really enjoyed all of the Criminal Justice classes- as I was a Criminal Justice minor. I took a class Social Justice with Professor Humphrey. It was such an interesting class and for an end of the year project we could literally do whatever we wanted. I chose to write letters to death row inmates and they wrote back; thus starting an end of the year journal project. I have always loved to get into people's minds and figure them out. Did anything about Saint A's start you on your path to getting your doctorate? Both Professor Bonner and Professor Finn were extremely influential in starting me on my path to get my doctorate. They were driven and loved their jobs, but most importantly they always believed in me. I knew that I wanted me to be the best that I could be and that included going as far as I could with my education. I was horrible with math and was failing my statistics class at one point. I remember setting up a meeting with Professor Finn and breaking down into tears because I just didn't think I could do it. He spent endless hours after class helping me understand the world of statistics and always reminded me that I COULD do it- and I did (just barely)! Professor Finn also told me that there was one thing that I would never ever regret and that would be getting an education. People can take your job away, but they can never take away your education. He was so right; despite my mountain of student loans, I have never, ever, regretted getting an education. What was your senior thesis about? My senior thesis experiment was The Overlap Between Superstitious Behaviors and Obsessive Compulsive Symptoms in College Athletes. I chose this topic because I personally suffer from anxiety and I was also a student athlete at Saint A's. I played softball and I had a lot of superstitious behaviors that mirrored obsessive compulsive symptoms. My findings revealed that a lot of student athletes, specifically athletes from Saint Anselm College suffer from similar superstitious thoughts and OCD-like symptoms. How did Saint Anselm prepare you for the work you did post-graduation? My education at Anselm College was HARD. Graduate school was by far easier than undergrad. I tell people every day that graduate school took a lot of my TIME, but I was doing something that I loved. I understood it. Undergrad was hard because I had to take a broad range of classes, some that interested me more than others. However, Saint Anselm instilled in me a lot of determination, a strong work ethic, and really phenomenal writing skills. Some of this stemmed from the fact that most colleges do not require their psychology majors to write a thesis, thus setting Saint Anselm College apart from other schools. Are there any notable internship or volunteer experiences that helped you decide a specific area of Psychology to study? I decided not to do an internship at Saint Anselm College because I spent a significant amount of time outside of class as a student athlete. However, I made sure that I got involved wherever I could. I volunteered through the Melia Center and I did a lot of work at the Youth Development Center in Manchester and Webster House, a safe haven for troubled children. Working with these troubled youth really helped me decide upon an area that I wanted to concentrate in. I decided pretty early on that I wanted to become a Child Psychologist, and more specifically do some work in schools. Since then I have branched out to also do some work in the field of neuropsychology, by conducting evaluations for children and families. Do you have any advice for current Psychology Majors? My advice would be very similar to Professor Finn’s. You will never regret getting an education. If you truly like psychology, stick with it! There are many jobs that people with a bachelor’s degree in Psychology go on to do.  If you truly love it, keep at it. For me, it is the most rewarding job in the world, and there is nothing else like it. If you have your heart set on becoming a psychologist, go for the gold- get that doctorate, I promise you, you will not regret it. This last question isn't related to academics, but do you have any notable memories about the Election period that took place during your time at Saint A's? Recently the school hosted a Republican debate and the school was very busy with that. I am somewhat embarrassed to say that I really tried to distance myself from politics, despite the fact that my best friend and four-year roommate Kaitlyn McClure '07 was VERY involved in it (at Saint Anselm College and now). I suppose my most notable memories stemmed from the work that she did. Kaitlyn's very own hard work and determination during the election period that took place during our time at Saint Anselm College got her to where she is now. A couple of years ago she was on Mitt Romney's campaign and worked on Capitol Hill in D.C. I suppose it ties to the overall theme of what I'm saying here- you can do absolutely anything with the right drive and determination- even work for a presidential candidate.

This past year, Shannon Sholds, a senior Psychology major, conducted research as part of the Idea Network of Biomedical Research (INBRE) summer research program.  The INBRE program gives students the opportunity to stay on campus, with housing and a stipend, during the summer to conduct research under the mentorship of Saint Anselm College faculty. Last summer, Shannon Sholds worked with Professor Paul Finn from the Psychology department to examine the effect of exercise intensity on body pH as well as changes in sleep, mood, and taste threshold. In this post, Shannon shares her experiences with her research, the INBRE program, and presenting this project at the 2016 Annual Meeting of the Eastern Psychological Association. Could you tell me a little about your study and your hypothesis? The purpose of this study was to investigate changes in overall body pH, sleep, mood, and taste threshold that occur over the course of a collegiate Division II Cross Country season. Our hypothesis was as aerobic training decreased and anaerobic training increased, overall body pH (as measured by salivary pH) would shift from alkaline to slightly acidic. This shift in pH would effect a change in sleep disturbances in the athlete, with concomitant changes in mood and taste threshold. It was also hypothesized that before the championship meet, participants would exhibit negative changes in mood and decreases in sleep quality. What were your findings? Were you surprised by your findings? Our hypotheses were partially supported. We did not find significant changes in salivary pH measured by pH strips, but changes in exercise intensity were demonstrated by the heart rate and mileage changes recorded from the Fitbit watches worn by the athletes. We also did not find significant changes in taste threshold using electrogustometry. We did find significant changes in mood: measures of vigor decreased, while measures of anger, confusion, fatigue, depression, tension, and overall mood disturbance all increased. The athletes also reported being significantly more tired and sad, and the Fitbit sleep data showed they were significantly more restless at night. Some of the findings were surprising, because although they reported being tired during the day, most of the athletes reported that they got plenty of sleep. The Fitbit data however, showed that this was not the case. Although they were sleeping for a normal amount of time, the athletes were restless for most of the night and missing out on the restorative REM sleep they needed. It was surprising to see how hard it can be to self-report sleep. It was also nice to see that the negative changes in mood that runners talk about while tapering is a substantial claim. What made you interested in athletes in this way? Being a runner myself, I experienced what it was like to feel cranky and “off” during a taper (decreasing mileage). Tapering usually happens in the week or so before a championship meet, and it can be really hard to mentally feel prepared for that when you haven’t been getting much sleep and feel all these negative emotions. Running is truly addictive. When you become accustomed to a certain level of sympathetic arousal that you achieve from running 60 miles a week, dropping down to 10 miles that week feels similar to going through withdrawals. I wanted to do this study to help athletes understand this process, and hopefully prevent some burnout that they may be susceptible at this time. I also wanted to make coaches and trainers aware that these reports from their athletes are substantial and it may be difficult to motivate athletes during this time of the season. How did you get involved with INBRE? Many of my friends from the chemistry department had been involved with INBRE over the summer and loved the experience. I was unsure about whether or not I was ready for the research process, but Professor Finn motivated me to try and I’m really glad I did. What suggestions would you give to students who hope to apply for INBRE grants in the future? Make sure you choose to work with a professor that has the same research interests as you and that work well with. Start the process as early as possible, and make sure you love what you are researching. What was your favorite thing about presenting at EPA? What was most difficult? My favorite part of presenting at EPA was getting to talk about my research to people with a wide array of backgrounds. It was a really fulfilling experience to talk to statisticians, sports psychologists, other undergrads, etc. because they all come with different questions and expertise. The most difficult part was feeling confident about my work. It is really hard to avoid comparing your work to everyone else’s and stressing over how much more you could have done. What do you think the advantages are to presenting at a professional conference such as EPA? What did you gain? I would definitely love to present at a conference again. It is a great way to expand your knowledge, build confidence with your work, and make connections. For the most part the environment at a poster session is really supportive, which allows students to practice presenting their interests in an intimate setting with people that are genuinely interested in your findings.

Welcome back, Anselmians, and welcome, Anselmians who join us for your first year on the hilltop this fall! Just as importantly, though, welcome to the Psychology Department Blog. Whether you are a major, a minor or simply someone interested in the fascinating field we study, our blog aims to connect, inform, and engage our readers. Here, you’ll find articles written by professors and students with information about upcoming events, ongoing projects and research from our department, and interesting topics from our field. To start, here are some great opportunities for involvement in the Department of Psychology: Psychology Ambassadors The Psychology Ambassadors are a group of students who represent and are involved in the endeavors of the department. Ambassadors, clothed in spiffy, navy polos, can be seen chatting with potential majors at open houses, giving department tours with faculty members and attending dinners and talks with distinguished guest speakers. Pictured here are the newest inductees to the program: Olivia Griffin, Olivia Thornburg, Steph Conti, Taylor Francis, Lisette Labbe, Maria Soto, Caroline Braverman, Madeline Pratte and Alexis Caldwell, as well as returning ambassadors Richie Curran, Elizabeth Gallagher and Abby Mark. If you are interested in becoming a Psychology Ambassador, keep your eye out for an email announcing the next call for applications. Psi Chi Psi Chi is the International Honor Society of Psychology. It is considered both a

personal honor and a sizable academic achievement to be inducted. Members meet regularly throughout the semester and often attend conferences and annual meetings of organizations such as the New Hampshire Psychology Association, the New England Psychology Association, and even the American Psychological Association. Professor Finn and Professor Ossoff co-sponsor the Chapter on campus, and eligible students are contacted, usually in the spring semester, with information about induction and membership. Psychology Club A unique feature of the Psychology Club is that, unlike the organizations previously mentioned, it is open to anyone regardless of major or academic status. It’s aim is to involve the Saint Anselm College community in our department’s work, something which we hope one and all will feel welcome and encouraged to be a part of. The club meets regularly, organizes, and attends psychology-related events. Guest Speakers Keep an eye out for upcoming speakers on campus. It is no secret that the college community is constantly inundated with e-mails, but if you receive one regarding a guest speaker in Psychology on campus, don’t ignore it! Our very own Department Chair, Professor Ossoff, is scheduled to give an upcoming talk related to the ever-hot election topic. Distinguished psychologists are no stranger to the Saint Anselm College campus, and their talks are relevant, captivating and worth attending for both enjoyment and expanding your academic horizons. Lastly, and importantly, please know that you are always welcome in our department. Barbara’s couches are a comfortable, quiet haven to do homework upon, Professor McKenna’s enthusiastic “Hello!” could be heard from a mile away, and Professor Rickenbach may, if you’re lucky, have baby Jack on her arm walking down the hall. Stop by and say hello sometime. We hope to see you involved in some of our programs and present at some of our exciting events. Lastly, pay a visit to our blog monthly for new posts which are sure to challenge you, interest you and excite you for this year in psychology to come!

Why should I go to an academic conference?

• You are exposed to formal presentations in the forms of posters and papers.
• It’s a chance to network and meet others with similar research interests.
• It’s a great addition to your resume.
• If presenting, you gain experience in sharing your research with ordinary people and with others in the field.

What advice do you have for students interested in attending an academic conference?

1. Dress for Success: Whether you’re just attending or presenting, ALWAYS wear appropriate clothing. For conferences, this means wearing business clothes.
2. Practice, Practice, Practice: If you’re presenting a poster or paper, be sure to practice your entire presentation several times through with willing friends, classmates, or professors. This way, you can clarify any confusing segments or just keep the information fresh in your mind.
3. Bring a Notebook: Bring something to jot down any research ideas that come to mind or to write down the names and contact information of people you meet.
4. Mingle: It is daunting when you go to your first conference, but really challenge yourself to mingle. You either find someone with similar interests or you make a new friend!
5. Reflect: After going to a conference, be sure to reflect on what you learned, what interested you, and went well and what could go better regarding your presentation. Maybe even write these things down so you can improve next time!

What about the logistics of going to a conference?

• Cost: Typically, there is a membership fee as well as an attendance fee for these conferences. For example, the fee to attend the New England Psychological Association conference is $30 which covers membership fees for the year as well as the attendance fee for the conference. Also, people usually provide their own transportation, but at least one other person from the psychology department attends and is usually very willing to arrange rides. Plus, you can include on your resume that you are a member of that academic association.
• Location: Often conferences will vary from one year to the next, but you can look on their websites to identify where they will be held in the future.

What conferences do students and professors in psychology go to?

• New England Psychological Association
• Eastern Psychological Association
• American Psychological Association
• New Hampshire Psychological Association

At the fourth annual Martin Luther King Jr. Dinner, Professor Loretta Brady ‘99 of the Psychology Department was awarded the Martin Luther King Jr. Social Justice award along with student Donald Stokes ‘17. This year's student-led Martin Luther King, Jr. Dinner in Davison Hall welcomed a record number of 300 attendees to hear poems and speeches from student-leaders. In addition, Donna Brazile, interim Chairperson of the Democratic National Committee, served as the keynote speaker and shared about King's legacy and her experience continuing his life's work. Stokes and Brady were nominated by the Saint Anselm community based on their ability to inspire and lead others to compassion and courage and because their actions reflect Dr. Martin Luther King Jr.’s overarching message of eliminating discrimination, oppression, and injustice. Both Professor Brady and Donald Stokes truly embody what it means to be an Anselmian. Professor Brady was a member of the Saint Anselm College Class of 1999 and received her Bachelor of Arts degree in Psychology. She received her Masters in Clinical Psychology at Fordham University in 2001. Professor Brady continued at Fordham University and completed her Ph.D. in Clinical Psychology in 2006. At the 2015 Martin Luther King Jr. Dinner, Professor Brady was the keynote speaker and delivered an impactful message about continuing Dr. King’s work and progress in the United States. As a tenured professor, Professor Brady has used her knowledge and skills to dedicate her time to areas both inside and outside of the classroom. She has designed and implemented events and taught courses focused on diversity. She also works with organizations which help the homeless, specifically those affected by trauma and addiction. As a professor, she challenges students with assignments that can link psychological theory to real world situations, making for enlightening and engaging classes. Professor Brady chooses class assignments, course projects, and research papers that have to do with real issues in the community to better equip her students to have the skills and knowledge necessary to work in the community after leaving Saint Anselm College. Professor Brady’s research and work in and out of the classroom has worked on issues of social justice. As a psychologist, Professor Brady examines relationships between justice and psychological phenomenon such as the social psychological research on in-grouping and out-grouping. An in-group is a group (such as race or social class) to which a person psychologically identifies as being a member, while the out-group is a social group with which an individual does not identify as. In-grouping and out-grouping can lead to stigmatization, stereotyping, and discrimination. Professor Brady’s work focuses on highlighting the shared aspects across groups, such as values, interests, and language, as a way to reduce the negative effects of in-grouping and out-grouping. She is passionate about helping people thrive despite adversity and recognizes that resilience and having a full life is important for every individual. “There are some paths I can influence, obviously it would be difficult to alleviate poverty by myself, but what I can do is start to bring groups together and  highlight some of those values and interest areas that are shared.” As part of this work, Professor Brady is passionate about building a community for underrepresented populations. For example, every year, Professor Brady helps with a community event called “Women in Tech.” Those who participate are women who are in the tech industry, women who are curious about tech, and women who have been in the industry for many years but want to connect with the up-and-coming generation  and share what they’ve learned over the years. For on campus work, Brady likes to invite women of color entrepreneurs on campus to speak. She picks this demographic based on the fact that women of color are often underrepresented. “I think it is important that students hear from a variety of voices.” The Social Justice Award also reflects Professor Brady’s current work - capacity building translational research projects where she connects the evidence-based research with specific populations’ needs within the community. For example, she is working with two youth service organizations to help them apply for grant-funding and develop a training program to address staffing needs. Within the Psychology Department, at Saint Anselm College, in New Hampshire, and within the areas of Psychology and Social Justice, Professor Brady has devoted a lifetime to working towards social inclusion and bringing different perspectives of those unrepresented to help build and grow communities. Her work is deeply valued and necessary for the progress of social justice. We are fortunate to have her in our department and in our classrooms and look forward to see what she will do next!

• Celeste Beaulieu (Psychology, '17) & Elizabeth Rickenbach, PhD, False Memories Of Health Symptoms In Older Adult
• Mary Mullen (Psychology, '17) & Elizabeth Ossoff, PhD, The Impact Of Violent Video Games On Reward Allocation
• Maddison Pirner (Psychology, '17) , Ashley Motta , Alexa Rodriguez, Julianne Cary, Emily Bovier (State University Of New York Oswego), Adam Wenzel, Phd, Laterality Of Olfactory Recognition And Pleasantness
• Elizabeth Gallagher (Psychology, '17) & Elizabeth Rickenbach, Phd, Perceptions Of Couplehood Among Community Dwelling Spousal Caregiver
• Mary Catherine Lavallee (Psychology, '17) & Joseph Troisi II, PhD, Conditional Control Among Odor Cues And Drug States In Rats
• Noelle Michaud (Psychology, '17) & Joseph R. Troisi II, PhD, Operant And Pavlovian Conflicting Contingencies Under Stimulus Control By Nicotine
• Paul Viscione (Psychology, '17) & Maria Mckenna, PhD, Effects Of Popular Music Genres And Personality On Cognitive Processing And Mood
• Megan Kiley (Biology) & Joseph Troisi II, PhD The Effects Of Nicotine On Schedule Induced Polydipsia With And Without Alcohol
• Marissa Ashton (Natural Science) & Joseph Troisi, PhD, Discriminative Stimulus Effects Of Nicotine And Caffeine Compound In Rats: Configural Learning

On Tuesday April 4th, 2017, the Psychology department of Saint Anselm College hosted the 4th Annual Hechtl/Lasky Lecture Event.  The series is in honor of former faculty members Richard Hechtl and Julian "Jack" Lasky, who were leaders in Saint Anselm College's Psychology department, having devoted their careers to promoting wellness through basic and applied psychology research. This year, the department welcomed Hon. John Broderick, former Chief Justice of the New    Hampshire Supreme Court, as well as Dr. Lorena Estrada-Martinez, Assistant Professor at University of Massachusetts-Boston, to discuss how the community can promote wellness for youth of color.

Broderick is working to promote the “Campaign to Change Direction” to help spread awareness of mental health. The campaign is working to promote possible signs of mental illness, including personality changes, agitation, withdrawal, poor self-care, and hopelessness. While talking about the campaign during the lecture, he said his understanding of mental illness comes from his own personal struggles with his own son. Broderick described how his son was brave for allowing him to use his story to

help promote his campaign. Broderick said that he had talked to many different age groups over the past year promoting the campaign. Using his son’s story within his talks about the campaign helped to make a connection with the people he was talking to. John Broderick believes that by spreading the simple concept of “Knowing the Five Signs” of mental illness, this will help bring awareness to the extreme issue of mental health stigma in a general sense.

Dr. Lorena Estrada-Martinez is a social epidemiologist who is interested in making the “Campaign to Change Direction” more inclusive of and effective for communities of color. Dr. Estrada-Martinez commemorates the campaign for moving towards reducing the stigmas of mental illness and putting mental health at the center of health conversation, but still feels that the conversation needs to improve on inclusion across race, religion, ethnicity, and gender. Dr. Estrada-Martinez outlined three important factors that she believes will lead to conversation in all communities. First, addressing the Outcome and Audience Specificity. This addresses the need to intervene at all levels by examining the disparities of suicide behavior and mental illness. She also touched upon how the public service announcements on the Change campaign website are not as diverse as they could be and should be more representative of all cultures. The second factor is understanding the Social Determinants of Mental Health. This factor looks at the varying access to quality healthcare, good neighborhoods, and positive life experiences between the different communities. Dr. Estrada-Martinez exemplifies that

communities of color are not given the same opportunities to access these determinants as White communities. Communities of color often are more likely to be uninsured and have poor communication with their healthcare providers, experience different racial and ethnic socioeconomic inequality, and witness trauma during their childhood. The third factor is Program Evaluation. This involves looking at the goals and objectives of the programs, the activities used to complete those objectives, the methods to assess the effectiveness of the program, and the decision-making based on data, revision, and modification. She also suggested to engage in others’ work towards ending the mental illness stigma and including people of color in order to limit the growth of disparities in communities of color. Dr. Estrada-Martinez concluded by stating that there are many steps between raising awareness and seeing a reduction in the stigmas. These steps are going to be different in all communities because there is not one direct path to follow. There is not one campaign that will be able to address all of the problems with solutions and there is a need to have a political conversation of health equality to see a change. Hearing from Dr. Lorena Estrada-Martinez and Hon. John Broderick was a great opportunity for the Saint Anselm College community to meet and network with leaders in the field of mental health.  We thank them for sharing their work and perspectives with us.

There are a number of words Saint Anselm College seniors, by nature, are less than fond of. These include, but are not limited to, the words graduation, job, and leaving. An additional member of this word list is thesis, and senior Psychology majors in particular become quite acquainted with its meaning. By the final days of their senior year, students know their thesis - a topic they have chosen and usually one they are passionate about - like the back of their hand. The knowledge gained from each project is put on display, quite literally, at a poster session during which students present their theses to faculty, staff, and students across the college. This year’s poster session took place on April 27 and was, as always, a great success.

The work leading up to each thesis poster is immense. Seniors choose their topic for an independent, original research project sometimes as early as their junior year.

Noelle Michaud, ’18, began her work with Professor Troisi in the department’s animal lab prior to even thinking about her senior thesis, and ended up choosing her topic based on this experience. Thesis ideas are pitched formally to Psychology Department faculty in a presentation, and faculty provide guidance to the student about how to improve their idea and design. From there, the student typically chooses one faculty member to act as a mentor

throughout the entirety of the project. Many seniors then send an application outlining the details of their project to the on-campus Institutional Review Board (IRB) and are cleared to begin research, which they complete on their own with the help of their faculty co-researcher. Upon completing the research itself, a formal paper which extensively discusses the research and its implications makes up a substantial portion of the project’s grade.

While the poster session is the conclusion of the research at the college, some students

continue building upon their findings post-graduation, either in graduate school or independently. In particular, if students find significance in their data, they are highly encouraged to explore the possibility of publication of their research. This was the case for Emily Fairbank, ’18, who - to her surprise - found significant findings in her research about resistance to change in the workplace. Regardless of the results, the work is a great learning opportunity and can also serve as motivation to further research in the topic area.

Being in a smaller department at a smaller college is truly conducive to a genuine sense of community, and such is made evident around the time of senior theses. Professor Finn is known to give a rose to each senior in exchange for the thesis they

give to him. After the poster session, a department barbecue on the Quad gathers students, faculty and the families of faculty to enjoy each other’s company and discuss the achievements of the department over the past year, particularly in the senior theses. There is something special about eating hot dogs and hamburgers cross-legged on the grass with your professors and playing with their children. These elements of the poster session and barbecue make evident that being a part of this department is a lot more than just doing a project for a grade. My guess is that seniors may not cringe as much when they hear the word thesis now. I bet they think about hard, rewarding work, encouraging faculty who care about them, and roses.