Elyza Bailey

ISM Period 4

Brown

7 January 2016

Psychology: An Annotated Bibliography

Current Ph. D. Students. Stanford University Department of Psychology. Web. 1

Nov. 2015

(11) This article off of Stanford’s website describes the current Ph. D. student graduate program coursework. It covers first, second, third year coursework, and beyond. Some first year course requirements include a specific course list (with courses like PSYCH 202, 205, and 211, covering a range of basic psychology courses). Other course requirements are two additional non-core classes in their areas of specialization, half of their course time in research, and 10 units of coursework each semester. Second year course requirements include more core courses (from the list above, as well as others), and a second course in statistics. Third year requirements include forming a research committee, in which the student will work with faculty members to create documents leading up to their research dissertation, written at the end of their coursework. Advanced course or minor requirements include 12 units of advanced coursework, or a Ph. D. minor in another department, which related well to psychology. There are specific requirements for both paths, depending on which is chosen by the student. The student must also pass oral exams, complete a satisfactory dissertation, and serve as a teaching assistant for a few (five, at Stanford) psychology courses during their graduate study.

This course study description is a really useful source for my annotated bibliography. It describes, in more detail than I’d had before, the requirements of a graduate program in psychology. As I’d learned earlier, a Ph. D. might be necessary to make as much money as I’d like to, and to really excel in the field. This description, taken from Stanford’s University’s website, the number one ranked Psychology Graduate Program in the United States, gives a detailed description. This description seems very reliable, as it was written by professors and staff at the University in which it is describing, although it could be considered a little biased at least, since it was written by the school, for the school. All in all, it’s a great addition to my research.

It’s also really useful in enabling me to look ahead to what my predicted future will be like. With three years of guaranteed school in graduate school as a minimum, I can have a better understanding of the time I’ll have to spend in the classroom. The course description, though a little daunting, is helpful in that it includes help from professors on the big projects. And if the top ranked Psychological graduate program in the country is doing it, I imagine that most of the lesser ones will be doing the same types of things to

keep competitive. This source is exciting and a little scary—I’m excited at the idea of being a real expert in my field with such high qualifications, but also scared a little of the course load and rigor of a program like the one described here. However, I know that if this is the field I truly love and choose to major in, I’ll definitely be able to deal with the course work.

Dumas, Denis, Patricia Alexander, and Lauren Singer. "Analyzing Historical

Patterns, Examining Current Trends, and Forecasting Change in the Field of

Educational Psychology: A Cross Cultural Perspective." (n.d.): n. pag.

ReasearchGate. Web. 18 Oct. 2015.

(8) This article covers a wide range of topics, but I focused on a small range of pages that focus specifically on trend analysis in psychology. This excerpt focuses directly on three types of trends in the “field at large”. They are stationary trends (conditions of the field that remain stable), incremental trends (those things which develop in the field over time), and iterative trends (which are issues that disappear temporarily from the field, but then reemerge as a new generation of people and topics are introduced to the field). Focusing on educational psychology, the article then presents examples of each type of trend. Stationary trends are presented as what is studied in the field, and how it has been and is being studied, over time. Educational psychology is defined as the study of intelligence, comprehension, and achievement motivation, along with a few other topics. These main topics of study have continually been the major focus of psychologists in the field over time and into the present. How these topics are studied has also remained relatively stable in the field. Empirical research, systematic gathering of information based on observation and experience or experiment, continues to be the main method of research, as it has been in past generations as well. Of the incremental trends in this field, the article focuses on two; the “growth of self discipline terminology”, and the “burgeoning of methodical technologies”. The first deals with the marking of research and psychologists by certain terminology, a practice that is rapidly expanding in the field. The second deals with the need to invent new and/or better technologies and techniques for research, another quickly growing practice. Iterative trends in this field are whether or not psychological research should be conducted deductively, inductively, or bidirectionally, an ongoing debate that has arisen several times over the course of the history of the field. These trends arise repeatedly, each time morphing into a slightly different concern. All these types of trends contribute to the ever-changing field of psychology, and more specifically, educational psychology.

The authors of this source obviously put a lot of work into making it very full of useful, subjective information that is a good addition to my research and me. It seems to be very empty of bias or opinion and speculation, making it reliable and

valuable. The article as a whole was a little much and a little out of the bounds of what I needed but these few pages were perfect for this assignment. It’s really useful in looking at the field and its movements and changes over time. It is a good addition to my bibliography as it is my first professional journal article.

This source has only further legitimized my topic in my mind. It has shown me that this topic is something that professionals take the time to research and combine data into a lengthy article about. It is a valuable addition to my research because it’s data stretches over time and validates psychology as a wide-ranging topic and practice, with living characteristics that it didn’t have to me before I stumbled across this article. It is pretty broad, which gives a good background, but doesn’t really give me any information on practicing day to day or about the career in practice. Other than that, this source is perfect.

"HISTORY OF COGNITIVE PSYCHOLOGY." Cognitive Psychology. Muskingum

College, n.d. Web. 30 Sept. 2015.

(6) The “History of Cognitive Psychology” focuses on the major contributors of the 18th, 19th, and 20th centuries, and explores their individual contributions to the field as a whole. In the 18th century, the standouts were called the British Empiricists. They were focused on the primary role of sensation and the important relationship between consciousness and association. George Burkley, the first major British Empiricist, had the overall goal of removing validity from materialism. He set out to refute explicitly materialistic content in the first philosophers’ writings, including those of Locke and Hobbes. David Hume, the second mentioned Empiricist, believed strongly in Locke’s old principle of compounding ideas into more complex ideas, and then making more explicit the idea of association. Hume believed the mind to be only observable through perception, and that we could perceive to find the “laws” of our own mental universes. His theories of association included resemblance, and contiguity of time and place. Lastly mentioned is a father son duo with differing ideas, James, and his son John Stuart, Mill. James Mill emphasized the complete passive nature of the human mind. Mill believed the mind was only acting because of outward stimuli, and that ideas only resulted out of sensations that occurred in a certain time and order in space. Contrary to his father, John Stuart Mill focused on Mental Chemistry and Associationism, meaning how ideas are hooked together. He believed the mind was very active, and influenced later psychologists with his writings. The 19th century was when psychology really began to form its own distinct study and label. Wilhem Wundt was a pioneer in this field, building the first psychology laboratory in Germany, and is regarded as the Father of Psychology. His method of inquiry was introspection, people reporting on their own mental processes. Next mentioned in Hermann Helmholtz, who is known for the theory of unconscious inference and was an advocate of natural sciences. Hermann Ebbinghaus studied higher mental processes, especially memory, with his experiments—he eventually found what is known as the “forgetting curve”. Edward

Titchener thought that consciousness could be broken down into three simple parts; sensations, images, and affections. William James expressed the concept of fundamentalism in his writings, which is the adaptation of living persons to their environment, contributing later to the important James-Lange theory of psychology (we feel an emotion due to the action we are performing). Early 20th century thinkers that were important included Wolfgang Kohler, who discovered the principle of insight. B.F. Skinner was also instrumental in the 20th century development of psychology, with his work in the theory of operant conditioning, the theory that behavior results from responses to outward stimuli. Since these men, there has been a reemergence of cognitive psychology, due to the WWII focus on human performance and attention, and the increase of knowledge in artificial intelligence. This era is defined by Noam Chomsky, whose theory that language cannot be explained through a response to stimuli, as Skinner predicted, is considered the “turning point” for modern cognitive psychology.

This source was very full of useful, simple historical data of my field. It took a lot of those names that were randomly floating around in my head (probably left over from the psychology AP test), and translated them into an easy to follow timeline of important turning points and theories that define the history of psychology. This source, compiled by the Cognitive Processes Classes at Mukingum College in the fall of 1997, seems very unbiased and reliable. These college students obviously put a lot of work and research into this, making it a perfect source for me. This source helps me to generalize the different historical ideas of psychology that my other sources are based on, which is beneficial in helping me better analyze my other sources.

I’ve been provided with the layout of the changing realm of psychology throughout history, assisting me to understand the movement of the field over time. With this history under my belt, I will be better equipped to handle the current changes happening in the field all over the world. I will better understand these changes, which resemble those in this article, because of this great historical breakdown. Though I knew some of this information already, it’s helpful to be backed by classes of college students and their work, published on a serious college website.

"How to Become Licensed." Texas State Board of Examiners of Psychologists.

Texas.gov, n.d. Web. 8 Oct. 2015.

(7) Psychologists in Texas are required to have at least one type of license to practice legally. The Texas State Board of Examiners published this guide to the four types of licenses that psychologists can receive. One type is a Licensed Psychologist for private practice. This license requires a previous license as a Provisionally Licensed Psychologist, as well as two years of supervised experience, one of which must be after the completion of a doctoral degree. It also requires the passage of the Jurisprudence Examination. It shares reciprocity with Arkansas, Louisiana, Missouri,

Nebraska, Manitoba, and Ontario. Another license type is the Provisionally Licensed Psychologist, which requires a doctoral degree, passage of the Examination of Professional Practice in Psychology, and the passage of the Jurisprudence Examination. The third level of licensing is the Licensed Psychological Associate. This type requires a master’s degree, passage of the Examination for Professional Practice in Psychology, passage of the Jurisprudence Examination, and 450 hours of practicum, internship or experience. The fourth type is a Licensed Specialist in School Psychology. This level of certification requires completion of a training program in school psychology, or a graduate degree in psychology, a formal internship of 1200 hours (600 of which must be in a public school), passage of the National School Psychology Examination, and the passage of Jurisprudence Examination. There are certain requirements on a case-by-case basis for applicants with criminal backgrounds, and those who are military service members, veterans, and spouses. The Board does not evaluate readiness in applicants, and applicants must individually make sure their educational backgrounds are up to date for each license type.

This source was useful in explaining the exact requirements that are necessary for each level of psychology degrees. This information is extremely important to my topic of study and hopefully my future career, and answered questions that lingered behind even after my interviews. It provides more set in stone information than some of my other more theoretical and experimental sources, making it a valuable addition to my annotated bibliography as a whole. This source is really reliable, as it comes directly from the Texas government and explains the direct requirements of the licensing.

This article wasn’t too scholarly, it really was easy to read and understand. It wasn’t complicated or unnecessarily long and drawn out, which I appreciated. It was very specific, however, and really helped in narrowing down exactly what I need to do. A lot of my research has been in what the job is like, so it’s nice to have an addition to my research that is specific and gives the requirements of the job before practicing. It gives me some goals to have for my future, and somewhere to focus. It’s changed in the way I think about my field for sure—the requirement of a Doctorate degree or at least a Masters degree make the job very high level in my mind.

Lewis PhD, David Elwin. “18.1 Industrial Organizational Psychology.” Online

video clip. YouTube. YouTube. Web. 16 Sept. 2015.

(2) Dr. Lewis presented an overview of Industrial Organizational Psychology and its applications in the real world. His video began with defining I/O Psychology as focusing on studying people at work and in organizations. I/O Psychologists often identify job skills of candidates, skills required to hold certain jobs, and select and train people for these certain jobs. This is a career with a very high growth rate, as the demand for people specialized within this field is growing exponentially. There are two certain kinds of efficiency that I/O Psychologists look for when placing

someone within a job, including work efficiency and psychological efficiency. These Dr. Lewis defined as “getting the most done for the least cost” and maintenance of good moral in the workplace, labor relations, and employee satisfaction”, respectively. I/O Psychologists are used by businesses to emphasize and streamline both types in the workplace. I/O Psychologists also focus on several kinds of research, including but not limited to: leadership research (which theories of leadership work best), research on women in the workplace (gender norms and how to break them), and job satisfaction research (how to increase and maximize it). I/O Psychology is broken into two real parts, one being the Industrial aspect which includes focus on workers primarily, and the Organizational aspect which focuses on a broader topic of unique company cultures, attitudes, and social norms, as well as how to best fit employees into certain positions. This part of I/O Psychology includes many forms of research and testing, including job analysis, aptitude/standardized tests, and situational job tests.

This source was full of things I had no idea even existed in psychology in general, not to mention specifically I/O Psychology. It became much more real and interesting to me through Dr. Lewis’s personal experience and charismatic teaching style. There could be some evidence of bias, as he studies/teaches/practices this field and could be focusing only on the highlight, however he seemed very informed and very explanatory. This source was much more detailed than the article in my last source, as it focused on a specific area of study in my field of research. It also didn’t really provide statistics of growth rates or salaries, or even employment rates, which would’ve been useful. This source was used as an online teaching tool and it really accomplished its “goal” of sharing Dr. Lewis’s knowledge with the world. This source was very well organized and easy to understand, as well as full of useful information.

I really enjoyed watching this lesson online from Dr. Lewis. He was extremely well informed and skilled at arranging his video in the right way to be easy comprehensible. This source definitely fits into my research, as it elaborates and expands the idea of a career in psychology for me, as well as teaching me useful information on the subject to have for later use. I now have more evidence to prove that psychology s a field vital to the progression of urban society, as I/O Psychologists are needed heavily in the growing business and commerce-focused world. I went into this video with no real interest in focusing on I/O Psychology, and I now could see myself studying this field in ISM and in my career. The research aspect is extremely interesting to me, and this definitely warrants some extra research on my part, that I’d be happy to do. This source was useful in peaking my interest on my topic, and really launching it in to a new level of personal exploration for me.

Living Life to the Fullest: Low Mood and Depression. Perf. Dr. Chris Williams. NHS

Choice. N.p., 3 Feb. 2015. Web. 11 Dec. 2015.

This was an audio only instructional video on how to best cope with low mood and depression on your own. It is told by Dr. Chris Williams. He starts by introducing low mood and depression as serious diseases, and recommends that while also dealing with them on one’s own, one should also visit a doctor to help cope, as well as seeking medical attention when necessary. He breaks down a certain coping mechanism used in his field, Cognitive Behavioral Therapy. Dr. Williams shares that 1 in 4 people suffer from low mood or depression in their lives, and that those affected aren’t alone. It can last for short periods of time like a few days or a week, to longer periods of time like months on end. Some symptoms are the inability to eat or sleep, pushing friends and family away, and the lessening of normal experiences. There is a technique called the Five Areas Assessment, which Dr. Williams discusses, and he asks that everyone suffering try to identify where they fit into these five areas, and how these things are affecting their lives. The first area is People and Events; clients are asked to look at their lives for proof of how event and people are affecting them, such as ignoring friends and family, and refusing to go out. Te second stage is Thoughts; does the client have self-critical thoughts, or are they blaming themselves? The third is Altered Feelings; these can be reduced emotions affected by thoughts. The fourth stage is Altered Physical Feeling or Sensations; does the client feel physically exhausted, or not hungry? The fifth and final stage is Behavior and Activity Levels; the client is probably avoiding going out, turning down invitations, overeating, etc. To turn these negative occurrences and feelings around, Dr. Williams suggests clients take small, realistic, and achievable steps. They should write down problems and stressors, thoughts, how they make them feel, how it affects their behavior and thoughts. Clients should beware of poisonous thoughts and establish a life structure to help break the cycle of low mood and depression. He warns clients not to overeat, drink, hide, or isolate themselves.

This source is extremely relevant and extremely “down-to-Earth”. It’s very relatable for the average citizen, and in turn, can have a wide reach for an audience, and has the potential to help many people. The information is almost a year old, but the principles are still relevant today ad are still in use, just as they were when the video was made. This helps this ource to be credible and reliable, as well as the fact that it was a speech given by a doctor, and one that practices in the therapy that was presented in the video. It seems to be pretty unbiased, although some might call promoting a method above other methods biased. The author, being a doctor and a professional in his field, is very qualified to be speaking about the content of this video. This source is really useful, and as such, fits with the other sources in my collection already. It also is a new take on mental diseases and disorders—how to cope, rather than just studying what they do to people. It is very applicable in the real world.

I think this is a really useful video for me. I am a little biased towards the theory my mentor uses, but I think it’s good to have other aspect sand ideas in my research as well. This is (hopefully) going to be a huge part of my product—I’m hoping to devise

something that will help teenagers deal with the immense anxiety that we are all dealing with on a regular basis. It was pretty straightforward, and didn’t really have a lot of information that I didn’t already know. It was, however, presented in a new format, which is really valuable to me in my research. I’m always looking for more ideas and unique perspectives, and Dr. Williams certainly gave me that in this video. It fits well with my research, but stands out just enough—I have another couple videos in my research, and this is different from both of them, which I appreciate. It will give my Research Binder some depth and some versatility, which is characteristic of all good research. All in all, I enjoyed this source, and learning about how to cope with low mood and depression. Because to be able to really make a difference with my product, and help someone, I really need to understand the disease and the symptoms I’m facing, if I want a chance to really improve the world I live in and my community.

Lopez, Ana. “Doctor of Psychology.” Personal Interview. 22 October 2015.

(9) Ana Lopez attended Chapman University for her undergraduate degree in psychology, and then attended the School of Psychology in Chicago for graduate school, where she chose forensics as a setting for studying a wider range of psychology, and received a Psy D. She saw all kinds of cases, which have inspired her wide range of cases in private practice today. In her day-to-day work, she has what she calls “a good mix” of cases, which include forensic cases and psychotherapy appointments. She mentioned her previous jobs in more standard 9 to 5 hours, like working for the state hospital with criminals, and working for various hospitals. Though she liked those jobs, Dr. Lopez put a lot more enthusiasm into explaining her current job in private practice. She said in Texas, psychologists with Master’s level degrees can do really well and thrive in their professions, although she is very grateful for her doctoral degree, because it gives her a level up on the competition. Dr. Lopez considers herself an expert in her field, and she says she achieved this level of mastery in her graduate program. She discussed that her only regret had been getting a Psy D. instead of a PhD, which she now has come to love, and no longer regrets. Dr. Lopez recommended some specific schools that she’s heard good things about, if I continue in this path to graduate school for psychology.

This interview was so extremely beneficial to me. Dr. Lopez and I clicked immediately—I really came to like her throughout our interview, which ended up being about 45-50 minutes (we got pretty lost in conversation). I really became interested in her field, of forensic psychology and psychotherapy sessions, during our interview. I liked her take on psychology, which she called the “New Contemporary Psychodynamic Theory”, which means that the psychologists get as much out of their sessions as their patients do. She says that this outlook helps keep away the stress of the job, which I loved. I also really admired the emphasis she puts on her family (which is the only reason we ended our interview, because she had to pick up her young son), because it showed me that she’s a real, down-to-Earth person, and not a working machine. It also makes me hopeful that she has time for another addition to her schedule, in the form of an ISM student…

As suggested by my last paragraph, I do think that Dr. Lopez would make a really great mentor for me. She is extremely kind and warm, and our interview went really, really

well. I am planning on asking her to be my mentor (as soon as she receives my thank you note, of course), and I hope she agrees, as it’d be a great experience to work with her in the future. Even if she says no, this interview was definitely really valuable. It introduced me to a field of psychology that I didn’t even know existed, and I was extremely impressed by it in general. I learned so much about private practice versus a 9 to 5 job, and was able to see a real practicing clinical psychologist’s office. I even got to sit in her “psychologist chair”, because I was the one asking the questions at “her session”. This cute expression of fun and kindness really warmed me up to Dr. Lopez, and it was this learning and experience that made this interview a perfect source for me.

Lopez, Ana, PsyD. "Mental Evaluation Case Report." Participatory Source. 30 Dec.

2015.

(16) This participatory source allowed me to see what a real mental evaluation is like. Dr. Lopez gave me this copy of her report for the courts, since it is a custody battle, and she let me read over it. We then discussed the different types of tests that Dr. Lopez uses on all patients and that she used on him, “Mr. XX”, as she called him, to keep his identity confidential. She began with the MMPI2, or the Minnesota Multiphasic Personality Inventory 2. This is an assessment that is really commonly used by psychologists everywhere to assess a patient’s emotional functioning, behavior, and their responses to social events through a questionnaire. This assessment provides a numerical measurement of a patient’s capabilities on a scale that is used to measure their functioning in society. This test showed that Mr. XX responded slightly negatively, although Dr. Lopez’s report indicated that this could be from the custody battle he is engaged in, and that men and women have been shown to react negatively as Mr. XX did when engaged in such a high velocity and emotional event such as this. The next evaluation we discussed on the report was the Life Events Checklist-5. This assessment assesses exposure to a traumatic event in someone’s life. Third was the Clinician Administered PTSD Scale for DSM-5 (or CAPS 5). This is an interview-formatted test, determining if the patient shows the signs of a diagnosis of lifetime PTSD. Based on the results of these tests, Mr. XX was shown, in Dr. Lopez’s personal opinion, to not have a current diagnosis of PTSD, or one that extends his entire life. He therefore was seen fit to be a parent and a husband, as well as just a citizen.

This report definitely is a unique and very valuable piece to add to my research. It validates my portfolio a bit, as it is professional and real (just with the patient’s name removed). This report was amazing to look through—Dr. Lopez gave me descriptions of each piece along the way and answered all of my questions. She also described the patient to me while we were going through the case report, and exactly what happened during their evaluation appointment. It was as if I was sitting in the room with her during the interview. This report is really detailed and is really important to me in my research, as it is vastly different than anything else I have already. The report also puts things into perspective for me, and brings the assessment descriptions down to Earth. It grounds the principles of Modern Psychoanalytic Psychotherapy that I’ve been reading about as well.

I really enjoyed discussing this with Dr. Lopez. It was enlightening and allowed me a huge insight into what she does and how she dos it. It was much better to experience this as a participatory source than it was to see it as an article or another form of published source. The case report is nice to have, as I can use it for further reference in the future if I need to , for a project or a speech or perhaps even my final product. It was really cool for me to see the profession I am interested in actually perform and do something real that makes an impression. I hope to see further case reports, and maybe even sit in on an evaluation of a clinical evaluation on Dr. Lopez’s next case, if I can.

Lopez, Ana, Dr. “Tour of Office and Facility.” San Antonio, TX. 3 Dec. 2015.

(13) Dr. Ana Lopez’s office building itself is a home-y stone building, with big windows and beautiful landscaping done outside. I entered through two large glass doors, and into a small foyer. Up the stairs to my right is the second floor. As I walked, I caught a whiff of the fresh brewed coffee in the small kitchen area right in Dr. Lopez’s hallway. Continuing along the carpeted hallway, you turn left, and her door is the first one on your left. Entering Dr. Lopez’s office, I noticed right away the furniture—it is simplistic and very tasteful. The initial sitting room, which turns out to also be the therapy room, is very normal and furnished just enough to provide comfort and still suggest professionalism. The table in her entry way is full of small snacks and water, and there is a small shelf of magazines available to patrons entering her office. The second room in her office is slightly larger, with a sloping ceiling. This is her personal office, and where she places her belongings when a client has entered. It contains her desk, full of papers but also organized, and a few shelves containing her personal belongings, books, models, and studies. As Dr. Lopez is new to this private practice (it is only a year old), it is still a little sparse in her office. The rest of the building is rented out to different clients, including a few other psychologists (although none that match the qualifications Dr. Lopez possesses).

This tour of her office, along with her explanations of the importance of its furnishings, was enlightening. Dr. Lopez insisted I sit where she normally sits to have a session with a patient—in a large tan chair, which is comfortable but also professionally styled. The patient typically sits across the chair on the small couch, providing them comfort and room to express themselves physically, if need be. It seems to serve its purpose really well, as Dr. Lopez and I had a wonderful interview and have had several very friendly and comfortable conversations in that room to date. Dr. Lopez seemed very at home in her space, which allows her to be very open and comforting to anyone in her office. Her building is very tucked away, and very beautifully built. It is nice to drive up to, as it defeats the stigma of the psychologist’s office being very sterile and brooding and uncomfortable. The home-y vibe it gives off is welcoming and, I believe, very encouraging for patients who have to come in to see Dr. Lopez.

I loved touring her little office and hearing her tell me about it. It is very relaxed and open, which goes right along with Dr. Lopez’s personal belief in empathetic

psychotherapy and really building an emotional and mental connection with patients. Touring gave me a sense for the feel of not only the therapy room, but Dr. Lopez as well. The small assortment of children’s toys in her private room is telling of her dedication to her young son and her family. The desk with all the papers shows that she is hardworking and is willing to take on as much as possible to do what she loves and really help people (that includes me!). The tour gave me a really good feel for her as a person, and also a good feel for what she does and how she does it. I enjoyed it immensely and am excited to add this to my research.

Murguia, Haley. “Exploration of Test Kits and Strategies for Cognitively

Underdeveloped Students.” San Antonio, TX. 7 Dec. 2015.

Mrs. Murguia went over several different tests and test strategies with me, and we studied several examples of each one and how she uses them on students. She begins with the Tests of Achievement, which are nationally “normed” in the US to allow for a smooth transition in the whole country. These national standards are put forth by the federal government, and don’t differ from state to state. Another form is IQ tests, which test a range of intelligence outlets, like short and long term memory, processing speeds, fluid reasoning, etc. These two testing options usually require between six and eight sessions to complete. For brighter kids, she uses the RIAS, or Reynolds Intellectual Assessment Scales. This test has fewer sections, and is more compact and less broken down than the two previously mentioned. For students who are non-verbal, like those with extreme autism or Down syndrome, Mrs. Murguia uses non-verbal tests. Autism tests specifically range from modules one through four, with one and two being for the most severely ill, and three and four being for the more high functioning kids. These tests are objective tests, using facts and data and questions, but Mrs. Murguia also uses projective tests to test students, such as the Rorschach ink blots test and sentence starters tests. These allow her to use keys and rate kids, often giving her the ability to rate them on emotional intelligence or lack thereof. She explained that kids want to get tested early, and that this is the goal of school systems—to make sure kids get the treatment they need as early as possible. This also helps because parents can put in their names with the Alamo Local Authority, who put parents on waiting lists to provide group homes and assisted living situations for their mentally handicapped children when they are too old or too big to be taken care of at home anymore. These tests are vital to a student’s success not only in school, but also in life.

This explanation of tests was truly eye opening. I had no idea that national standards were set on how to communicate with mentally handicapped children, and that there were so many options for testing! Mrs. Murguia showed me as many as she could (without putting in an order for more tests and having to provide need for them—I don’t think I count as much of a need). They varied from one another so much, and that was really surprising, as I figured the psychologist kind of talked to them and maybe had them take

an IQ test, and then diagnosed them or at least started some type of treatment. Mrs. Murguia was very knowledgeable in her discussion of each test, and provided me with substantial information on each one, which I appreciated. She was excited to share with me how she helps students figure out how they learn best on a regular basis. Though testing can lead you to some dark stuff, she says that in the end, what makes it worth it is helping that child know what the problem is, If there is one, and move toward fixing it.

I really enjoyed this source. Getting a little hands on experience with the tests was really interesting and it really put me in her mind about what she does everyday. It was just so eye opening to see that there are kids who struggle with some things I consider simple or “second nature”. These test kits gave me a feel for not only what Mrs. Murguia does, but for what the patients go through. It’s hard to imagine everyone relying on a piece of paper to tell you who you are and how you learn, however I do understand that these tests are accurate and that Mrs. Murguia in particular works meticulously over them to make sure they are perfect and that there is no room for error. I’m excited to add this to my research, as it allows a peek into the childhood and cognitive abilities of some of the adults my mentor sees everyday.

Murguia, Hailey. Personal interview. 22 September 2015.

(4) My interview with Mrs. Murguia centered on her time as a school psychologist and what she’s learned. It began with questions on her background and her college major choice. She attended UTSA majoring in Psychology, with the idea of becoming an Industrial Organizational Psychologist. She was raised by two parents, neither of which was in the medical field, although her dad did have a career in education. In college, she found out the she thrived at developmental psychology, and not too much organizational, therefore she changed plans. Mrs. Murguia proceeded to get into a very prestigious program at Trinity University, in which she studied school psychology and eventually got her Masters in this field, rather than her original plan. When asked if she would do it all over again, Mrs. Murguia answered that she would still study psychology, but would consider a degree in speech pathology, allowing her to work both I side and outside of the school system, unlike her current degree. Despite this, Mrs. Murguia described a love for her job, explaining that she felt rewarded in being able to see her pupils’ progress through sessions with her. She emphasized the fact that she would like a slightly more one on one approach, one that school psychology is a bit lacking in, but she nevertheless describes her position as one of surprises and challenges that keep her on her toes and happy to come to work each day. She also told me about new tools that have given her access to helping a wider range of students succeed at school. As everything she doesn’t with students must relate to their education, Mrs. Murguia described a certain frustration in not being able to extend her field as much as she always feels is necessary, but she is committed to her code of ethics and therefore no matter how tricky the situation, Mrs. Murguia has that sort of conscience to turn to when she is in need of guidance. She advised me a few things to make sure I’m prepared for college and life as a psychologist; she told me to branch out. I was instructed to look at all different fields, and experiment before deciding which I like the best. I was also told to get at

least a Master’s Degree, if not my Doctorate, to make sure I am competitive in my field. Mrs. Murguia over all described her field as extremely rewarding, with both the pros and the cons contributing to a work environment in which she feels she makes a real difference.

Mrs. Murguia’s interview went much better than I could’ve expected- she was so kind, gracious, and helpful, and really made herself available to all of my concerns and questions. I learned so much from her that I did not know, as I am not experienced at all in this field. She really opened my eyes about psychology and its many different layers and options, encouraging me to go for all of them and explore before I set my mind to just one. I was extremely nervous going into the interview, but as soon as we met, we clicked, and the conversation flowed naturally throughout the time I was with her. Mrs. Murguia offered to help me in any way she could, and even if school psychology is not the route I want to take with my life, I feel she would make a valuable and helpful mentor for me if I find no one that I like more. She was very honest about the job, even its many challenges and day-to-day struggles. I appreciated her exuberance at answering all of my questions (which I was very grateful to have prepared beforehand, as I was nervously blanking out and had to use my list for reference). She definitely seemed very interested in what I had to say, and though she did most of the talking, she didn’t dominate the conversation or seem stuck up to too busy for me. Mrs. Murguia seemed genuinely interested in me as a person, as well as in me as someone interviewing her about her job, which helped the conversation to be more natural and conversation-like. She even offered to ask some of her contacts in the world of psychology for interviews for me, so I’m waiting anxiously to hear back on that. If all of my interviews go this well, I’m going to have a difficult time picking a mentor!

This interview was extremely useful. There are so many areas of psychology that I know so little about, and it was extremely valuable to have specific first hand experience to draw fro min Mrs. Murguia. Though she is probably not in the field I’ll choose to major in, she’d be a great teacher and mentor for ISM, as she is very willing and able to help me on any further questions or projects I might have. I really enjoyed getting to meet and talk to her, and I hope that it works out that I can see her again. Even if she isn’t my mentor, I plan to invite her to my final project, as she was extremely helpful and seemed really interested in my progress in ISM and in my progress personally, to college and beyond. I’m very grateful for such a home run of a first interview, and this has given me encouragement to keep pushing for others and to keep my hopes up for more great experiences.

Mystical Brain. Dir. Isabelle Raynauld. Perf. Dr. Mario Beauregard, Vincent

Paquette, Dr. Daniel C. Dennett. Collette Loumede, 2007. Documentary.

(3) Mystical Brain dives into the scientific study of the mind and how it is affected by mystical, religious experiences. This film focuses on the experimental and research-

based branch within psychology as a field. The psychologists and PhD qualified researchers in this documentary focus on only very religious candidates for testing, only including those who are “masters” of mysticism, which they define as having “practiced” meditation and prayer from 10,000 to 68,000 hours in their lifetime to this point. Dr. Beauregard, who is spearheading this project, discusses the effects of these experiences, and how the available scientific tools can measure them. Together with his colleagues, Beauregard interviews several Carmelite nuns, who all describe their spiritual experiences as out of body and as very powerful. They are unable to experience what Beauregard describes as “human experiences” while in “union” with God, and therefore cannot signal him or do anything that might jeopardize their spiritual connection. The researchers focus on their findings, which indicate a correlation between these mystical experiences and stimulation of the parts of the brain, which indicate emotional, intellectual, and even visionary activity. These readings even occur with those participants that are placed in soundproof rooms, and wearing blindfolds, and are removed from most, if not all sensory stimulation while under going these experiences. Dr. Beauregard and his associates also, during the film, take their findings to several conventions, at which they are both supported and ridiculed. The documentary also focuses on interviews with several huge names in both the religious world and the world of psychology, including Dr. Michael A. Persinger, Professor of Behavioral Neuroscience at Laurentian University, Dr. Daniel Dennett, a philosopher at Tufts University in Boston, and even His Holiness the Dalai Lama. All of these interviews and data findings are paired together to show the skepticism the researchers describe as what is holding them back from further research and greater findings, as well as act as the evidence for the research findings that indicate that these scientists could argue that mystical experiences are not simply delusions created by the brain.

This source was far different from anything else I have used to research my topic so far. It was a huge leap away from the traditional fields of psychology, and as such, was a huge leap from anything I thought I’d be studying this year. Despite the fact that this source was a little out there, I found it very useful. The research aspect of psychology is a very underrated area, in which a lot of the field is focused. I found it intriguing that these researchers could do so much to expand the field and stretch it beyond anything that it has ever been before. I believe this information could’ve been a little biased, just based on the fact that the researchers held this project so closely and were so personally interested in the results. They did not explicitly state their own beliefs about the world and religion’s role in it and in science, although I take their rather lack of surprise in the results to mean that they almost expected the outcome. The facts were a little more based on being entertaining that rigidly scientific, I believe, but I feel they were still reliable. The researchers used on ly the highest rate technology they had access to during the experiments, and everything was well documented eloquently put in their final presentation. Their research was extremely thorough and interesting, and I think is an upcoming field that more and more researchers should look into focusing on, as religion and mystical experiences are such huge parts of our society and our world as a whole.

I’m excited to have this resource as a part of my larger annotated bibliography. It is an extremely unique perspective on psychology, and yet one that really draws my interest. It shows the versatility of the field I am studying, and the ability to shape this field to oneself as one sees fit. It could have been more scholarly, as I am left wanting a little more presentation on the facts and how they were found, although it is a documentary, and as such it only follows researchers, and doesn’t really focus on presenting to a TV audience. This source has helped me to see a really specific area of psychology, and has also assisted in showing another real world application of it. It has opened up the field for me, and has expanded the way I think about my topic.

"Psychologists : Occupational Outlook Handbook : U.S. Bureau of Labor

Statistics." U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics,

n.d. Web. 9 Sept. 2015.

(1) Psychologists study human behavior and processes in which people relate to one another and their environments, according to the US Bureau and Labor Statistics. This is a field growing by 11-12% as estimated by a job outlook from 2012-2022, a normal rate that is comparable and competitive with other fields. Most psychologist positions do not require a doctorate degree, however, one is necessary to be a competitive employee in an up and coming career field. A master’s degree is required, as is a license that can be gained through pre- or post-doctoral work, internships, and residency programs. Several skills are necessary to thrive in this position, including analytical skills, high caliber people skills, the ability to solve problems an above average trustworthy character, and sensitivity to observational clues. Psychologists often are self-employed or work in private practice, and are therefore able to set their own hours, however most psychologists are employed by hospitals, schools, or other facilities, and work normal business hours. Some work weekends to accommodate patients. There are many different specialties in the world of psychology, including clinical, counseling, developmental, forensic, industrial-organizational, school, and social psychologists. This field’s median annual wages in May 2012 were $83,580 for industrial-organizational psychologists, $67,650 for clinical, counseling, and school psychologists, and $90,020 for other psychologists.

This source was extremely useful. It provided more information on my career field of study than I expected, and it was as concise as possible. This information, coming from such an official source as the U.S. Bureau of Labor Statistics, is perfectly reliable; the article also wasn’t biased or opinionated whatsoever. Its facts are well documented and plain to understand, in an easy to read layout, providing an objective view of the field. The goal of this article is to simply explain the career of psychology, its current trends and requirements, and the ins and outs of being a

professional in this area. Though most data is taken from 2012, I feel it is all still relevant to me today.

I’m glad to be starting with such a useful article. It provided me with a lot of the information I needed to fill the gaps in my knowledge of the profession. It is a good starting point in my research, in that though I still have questions, this article provides a base layer for my future research. “Psychology/Psychiatry” is a pretty broad topic, and having different specific jobs laid out in front of me is helping me to narrow down my topic of study. It also really assisted in putting the field in perspective of the real world for me—I’ve never had it explained in terms of job availability and social roles before, which sis something of immense necessity to understand, if I’m gong to seriously look into majoring in this in college and having it as a career. PsyD, Ana Lopez. "Teach Speech." Message to the author. 6 Dec. 2015. E-mail.

(15) These emails helped produce my Teach Speech for class. They are an example of the communication between my mentor, Dr. Ana Lopez, PsyD, and me. Dr. Lopez was eager to help with my speech and provide me with relevant information on her specific brand of psychotherapy, entitled Modern Psychoanalytic Psychotherapy. She sent several articles explaining the overview and overarching beliefs of this practice, as well as several lengthy articles on one specific man who has had much influence in the field—Jonathan Shedler. Shedler is a big name in Modern Psychoanalytic Psychotherapy, and his ideas are respected as sort of the basis for this method. The articles pertaining specifically to him were formatted as almost a step-by-step guide for a psychologist who was looking to use the Modern Psychoanalytic psychotherapeutic method on a patient. Dr. Lopez’s emails also included a personal description of her practice, and what she does to determine the severity and the need of her patients. She also mentioned the extreme need for empathy and emotional responses from the psychologist to the patient—the descriptions of Modern Psychoanalytic Psychotherapy also somewhat describe this emotional connection as necessary for the survival and sustenance of the psychologist-patient relationship. These emails describe the detail that psychologists use when they go to deal with patients, and they also include the personal detail that Dr. Lopez uses personally to gather information and to get through to her patients on a daily basis.

These emails were a huge help to me, when writing my speech, and continue to be of good use to me in my further research. Interacting directly with my mentor whenever I can, through email, is a hugely important resource of mine. Not only can I quickly communicate with Dr. Lopez with short confirmations of meetings, but I can also really easily get information and details from her about anything. She often sends me articles that will help me better understand my topic, as well as articles that support my product proposal and aid me on my research in my product area. I was also able to send her my product proposal by email when her son got sick and we had to cancel our meeting before it was due. Dr. Lopez’s emails, the ones attached just being a few good examples, allow me access to her almost 24/7, allowing for easy access to the information in her mind and on her computer and her stores of research that she has been accumulating over her years at graduate school and in practice.

These emails are also good relationship builders for Dr. Lopez and me. Being connected with her allows me to get to know her more and lets her see how much work I’m doing and how interested I truly am in her field. The emails allow a quick connection, and give us ease of communication about articles or experiences. They also allow for a certain level of space—I am just her student, so texting her seems a bit awkward for academic, non-urgent questions. The emails allow a sense of responsibility and professionalism, and I think that helps me stay professional in my own mind as well as in hers. These particular emails were a huge inspiration and help in making my Teach Speech—without them, I would’ve given a much worse speech.

Review, Princeton. Cracking the AP Psychology Exam, 2015 Edition. N.p.: Princeton

Review, 2014. Print.

(10) The three pages I pulled from within the Psychology AP Review Book discuss different aspects of ethics in the field of psychology. Page 81 addresses “Ethics in Research”. Psychological experiments do contain deception occasionally, and the American Psychological Association has decided to set standards for experimentation, in which researchers must take care to treat both animal and human participants well. This come out of experiments like Stanley Milgram’s, in which he made subjects think they were shocking people and actually harming them. Psychologists must also debrief participants; they must explain to them all that happened in the experiment, and the purpose of everything that went on. Psychologists must also pay close attention to confidentiality, and protecting subjects from revealing their identities. The ethical dilemmas here are mostly focused on those experiments that aren’t possible without deception. According to the APA, it doesn’t matter—the subject comes first. Page 125 is next, and the part I’m focusing on is entitled “Hypnosis”. Hypnosis is an altered state of consciousness, which is sometimes used to dredge up forgotten or repressed memories—and these are sometimes used in legal matters. This is a huge ethical dilemma, as hypnosis is still questionable, and has been shown to place blame on innocent people, and clear the names of guilty ones. Hypnosis is a large gray area when it comes to ethics in psychology. Finally, page 200, entitled “Ethics in Testing”, deals with those scenarios of academic intelligence testing and the like. Researchers must follow very specific guidelines. A group called the Institutional Review Board investigates every study to make sure there is nothing inherently unethical about it or its proceedings. The Board also looks at the possible impacts of the study, and weighs their worth with the toll the study will take on the participating subject.

The author (or authors, in the case of the Princeton Review) really put a lot of work into keeping this work unbiased and very trustworthy. There is almost no speculation whatsoever, making it a great addition to my research. Though I took psychology last year and skimmed the book for the AP test, this in depth read into just the parts about the ethical dilemmas of psychology really opened my eyes. Though the book is mostly bare content, the small ethical parts really served my purpose well for this source.

These few pages have done a lot to expand the horizons of my field in my mind. Psychology is not cut and dry—it is a profession that changes drastically when anyone or anything new enters its doors, which is just making me more excited to study it further this year and maybe even as a career. It’s a really important addition to my research, as it extends the everyday expansion of the field, and brings it almost more down-to-Earth. It allows me to see the real world applications, good and bad, which is important when trying to fully understand a subject. The pages are really specific—it would’ve, I think, been a little more helpful to have an entire chapter on ethics, or at least have ethics addressed in every subcategory of the book. I could’ve used a little more information on the ethics of psychology, however these pages served me well in my source.

Silver, Ann-Louise S. "The Current Relevance of Fromm-Reichmann's Works."

Psych Rights. Web. 27 Nov. 2015.

(12) Frieda Fromm-Reichmann forever changed the area of psychology in history. Hey psychoanalytic approach stressed (and stresses) the importance of a psychologist developing a strong emotional, personal, and very empathetic bond with the patient. Her belief was that this bond, combined with uncovering past events that are the trigger and the root cause of the illness, were a recipe for treatment and the cure for the illness. She focused mainly on schizophrenia, innovating treatment in her time. She brought it from high intensity drugs and shock treatments to drawn out conversation that got to the root of the problem. She emphasized the importance of the patient-doctor relationship, even over drug use to control systems. She is quoted as saying not to “deprive a patient of his doctor”, in the context of patients being given too many drugs to be able to have a real conversation with their psychologist. Reichmann brought out humanistic principles in psychology—the idea that patients had creativity and love to give; they just had to find it in their sanity, which was buried beneath the illness that the doctor aimed to remove. Removing it, according to Reichmann, required compassion and empathy, as well as a growing respect and understanding of their patient. She stressed that a therapist should be open to conquering fears they harbor about their patient. She innovated the idea that a therapist/psychologist should get as much learning and development out of sessions as their patients got. This revolutionary idea has carried forth into recent movements in psychology, reemerging as a widely used principle. Reichmann put forth that patients were not born “hostile” or ill, but that they were a product of their time and circumstances. She knew that with work, they could once again live up to their full potential. Frieda Fromm-Reichmann really pioneered the form of psychotherapy that helped cure patients.

This source is up to date—it was a lecture given in 2000, and then published on this site. It is relevant to the real world in that the author shares personal experience both with and without Reichmann’s techniques. They are up to date experiences, which communicate the reintroduction of Reichmann’s principles into current psychological treatments. The author seems a little biased, but only because she speaks so little of Reichmann’s faults, and so often of her triumphs and great ideas. The format was easy to read, although I did

cut out a few pages that were unnecessary for this type of research (very biographical stuff that had nothing to do with Reichmann’s work as a psychologist or innovator).

I really enjoyed reading this paper. I am biased towards Frieda Fromm-Reichmann, as I just finished a book my mentor gave me, in which she saves a young girl from schizophrenia in her own mind, and allows her the opportunity for a real life outside of the mental hospital, where the book is set. This lecture is not only a good read, but is also really helpful to my research—it not only gave me information on a huge innovator in my field of study, but also on her innovative ideas, and on the past and present condition of the field itself. It is extremely detailed and gives good sources for all of its arguments and proofs. It supports other research already in my portfolio, but is a really good addition in that it is different than anything else I have, both in format and in information presented to me.

Wicoff, James S. Telephone Interview. 25 Sept. 2015.

(5) Dr. James S. Wicoff is a 68 year-old psychiatrist who has been in private practice since 1980. He started out at UT, majoring in zoology for his four years if undergraduate studies. He then moved to UT medical school, where he was encouraged to study several specialties, although he already had his mind set on one; psychiatry. He believes this stems from a traumatic childhood experience, when at the age of four, his father died. Dr. Wicoff then had to deal with the emotional and mental stress of his three younger siblings and his mother, which he believes primed him to be extremely sensitive to human emotions. He has three children, all of which went to Clark for high school. Dr. Wicoff described his average day on the job as mostly made up of individual counseling sessions, with some couples, family, and medication consultation visits as well. His office hours are very flexible and few, as he is an established doctor in private practice, though he emphasized the need to always be available, as his patients cannot always control themselves, and might need his help at a moment’s notice. He described himself as “always having the phone by the bed” for as long as he’s been in private practice. Although his job can be full of uncontrollable stressors, Dr. Wicoff says there’s absolutely nothing else he’d rather be doing. He feels he was “meant for psychiatry”, and really enjoys the sense of purpose his career gives him. He described a lot of changes he’s seen in the field overtime; hospital policies, medication changes, the fact that he can now do genetic testing to help with diagnoses, and even that his field’s responsibilities are narrowing, as shown through the fact that psychologists, rather than psychiatrists, are now being trained to psychotherapy treatments (because, as he explained, insurance companies no longer want to pay to have a medical doctor do these treatments). Dr. Wicoff chose to go into private practice after he was offered a teaching position at his medical school. He felt he needed those personal relationships, and also knew he could bring teaching into his sessions by teaching people how to deal with their problems and disorders, which he does on a daily basis. When asked about recommendations he had for aspiring psychiatrists, Dr. Wicoff had a few. Firstly, I should take my first two years of college as an exploration period, not focusing on medicine, giving myself room to grow. When in medical school, Wicoff advised that I look into all specialties. He also said that I should always have a “fun” class in my schedule, one that is intriguing and maybe has

nothing to do with my major or specialty. After my medical degree, I’d need to become board certified in adult psychiatry, and could then move on to children and adolescents, if that’s where I want my focus to be. Dr. Wicoff stressed that his principle of “keep an open mind” applied to my family, as well as my future patients, and myself in that I should be open to the fact that not all treatments work for everyone. In his words, “you fit the person to the treatment, not the treatment to the person”. Wicoff also described that he focuses on balance with himself and his patients—you need work, play, health, some form of spirituality, and some kind of creative outlet. With this balance, Dr. Wicoff said, anyone can be successful in controlling and treating their minds, and handling all problems life could present.

This interview presented me with a lot of information that I didn’t already know, and with a lot of the cons that I hadn’t found in doing my research. I was pretty nervous going into it, as I’d only had email contact (and I wasn’t quite sure how to pronounce this guy’s name, right up until he answered the phone). He was very open to answering all my questions, which I appreciated greatly, as he has a pretty slim schedule, which I’m sure is filled with patients and appointments. Despite this willingness to answer my questions, I did not get a good vibe from Dr. Wicoff about being my mentor. I think he just didn’t care to put in the effort to find out more about what I was doing or if I needed anything else from him, and so I won’t be asking him to be my mentor. I asked him very explicit, detailed questions, all of which he answered in a very explicit, detailed way, so I did gain a lot from this interview and from this experience as a whole, even if I didn’t find a mentor that is a perfect fit for me.

Dr. Wicoff definitely proved useful in my search for answers to the many questions I have about psychiatry. He let me know a lot of both the pros and the cons of the job, and the impact it has on daily life, which I didn’t know about at all before our phone call. As I mentioned before, he seems a little busy, and even a little disinterested to continue guiding me through this process as my mentor. Plus, he does travel to Houston and Austin for his work, and I think it would be a little hard to get a hold of him all the time and see him as much as I would need to see my mentor. This interview has only excited me more at the prospect of studying psychiatry/psychology in ISM, and hopefully one day having a career in one of those fields.