Tucked behind a heavy, white door in the Psychology Department at Saint Anselm College is a maze of hallways. Entering the first door, one is bombarded by the clanging sounds of machinery and the squeaking of rats which echo off the walls. Enthusiastic students dart in and out of small rooms, gloved hands gripping syringes and bottles of carefully measured solutions. Here, these students, along with Psychology professor Dr. Joseph Troisi, are using rats as test subjects in a series of experimental research related to drug addiction. Students’ eyes light up when asked about the time they are spending working in the lab. Patrick Conley, a senior Psychology major, says he is particularly interested in using his major for animal research. “Reading an article on this kind of thing is boring, but doing it in person is wicked cool. I think it’s awesome that we have this accessibility to the rats here.” Olivia Koporek, also a senior Psychology major, agrees with Patrick. She says, “Without Dr. Troisi's passion for the research and the Saint Anselm Psychology Department's generation of resources, I find it hard to believe I would have this opportunity at any other college. Many friends I've spoken to who attend other schools, large and small, are not aware of any similar opportunities.” The rats experience counterbalanced, varied states of consciousness - neutral or under the influence of caffeine or nicotine. Under each condition, the rats undergo a form of operant conditioning in which they are reinforced with food pellets by pressing their nose to a lever in their chamber. The twist is this: some “nose touches” are rewarded by food; others are not. Professor Troisi explains that “for some animals, the drug state is used to indicate that their behavior in the operant chambers will be reinforced. For those same animals, the non-drug state is used to indicate that responding won’t be reinforced.” Rats are also tested on days where there are no pellet rewards under either condition. On these test days, a high

er response - a larger number of “nose touches” - is found in rats who experienced the drug condition which was rewarded with a food pellet in the past. A lower response - a smaller number of “nose touches” - is found in rats who experienced the drug condition with no reward in the past. Because the rats experience reward - and lack thereof - in both the drug condition and the non-drug condition, their tendency to “nose touch” for a reward is related to whether they received a reward in the past rather than directly related to how the drug makes them feel. In this way, the tendency toward behavior due to the drug state alone and the tendency toward behavior due to experiencing reward are separated - the drug and the environment become two different factors entirely.

As Professor Troisi notes, “Environmental cues interact with interoceptive cues to regulate behavior - it’s not one or the other. When a person engages in a behavior for taking a drug, they’ve learned a relationship between the emotional state that occurred before it, the behavior that occurred under that state and the reinforcing effect of the drug.” More simply put, focusing solely on extinguishing the behavior of taking the drug is insufficient. What Professor Troisi and his team of students have come to believe is necessary is  “extinguishing the behavior in the presence of those cues, but also in the presence of other environmental and internal cues that have no relationship with the drug.” At the same time, it is important to create new habits and behaviors which provide alternative types of reinforcement - rather than drug effects - when those environmental and internal cues are present.

This multitude of valuable, innovative research has incredible translational importance in the arena of drug addiction and related psychological therapy. It is an unfortunate but true fact that drug addiction, in numerous forms, is a continuing problem in our country - even particularly in the city of Manchester. Noelle Michaud, a junior Psychology major, is a newer member to the student team of researchers. She says, poignantly, “A vast majority of people have experience with family or friends being affected by addiction. It is something that will always be relevant because addiction will always exist. This research is a huge contribution to better understand both the psychological and biological processes that come into play for those with an addiction- with the ultimate hope to form effective solutions to extinguish them.” As psychologists, the goal is to examine every element of the issue and target areas to focus on for decreasing its prevalence; this is exactly what Professor Troisi and his team of students have attempted to accomplish in their research. “It’s not just the environment, it’s not just the emotional state, it’s both,” he says. That means working with patients over long periods of time, in multiple contexts, in lots of different situations, and that’s probably the best way to treat drug addiction rather than to treat it just with drug replacement therapy. That’s why we’re studying it.”

Congratulations to the newest members of Psi Chi, the National Honors Society in Psychology. These members were inducted during a ceremony last week in recognition of their academic distinction in the field of psychology. Psi Chi was founded in 1929 for the purpose of encouraging, stimulating, and maintaining excellence in scholarship and advancing the science of psychology. Please join us in congratulating them! Front row, left to right: Victoria Roach, Alex Williamson (Vice President), Mackenzie Wild (President), Kelly Hopler, Briana Goddard, Ashley Robichaud, Olivia Thornburg, Abigail Mark, and Elizabeth Gallagher Back row, left to right: Meredith Whitney (Secretary/Treasurer), Kayla Lanagan, Mercedes Thayer, and Dominique Lesieur. Maddison Pirner not pictured because she is currently studying abroad.

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