INFO: Seniors Housing & Care Journal submission deadline April 2nd

Hello psyaging,

If you or your students have a paper sitting around and are looking for an outlet with a quick turn-around time, please consider Seniors Housing & Care Journal.

Seniors Housing & Care Journal is accepting submissions for the 2012 edition until April 2nd. SHCJ is a peer-reviewed academic journal that disseminates empirically based research regarding the senior housing and care fields, addresses critical issues faced by senior care professionals, and is relevant to the day-to-day operation of senior care communities.

The journal accepts research papers (original reports of completed research) and brief reports (pilot studies about innovative ideas for senior housing and care with implications for future research). Occasionally, a limited number of commentaries addressing emerging issues faced by the senior housing and care industry and brief reviews of new resources available to practitioners in the field may be accepted for publication.

Annually, editors select up to two outstanding research papers for special recognition (one for Best Research Paper and one New Investigator prize) and monetary ($2500) award.

For more information, please contact me at sking4@su.edu or Saher Selod at sselod@matherlifeways.com.

Scott

--
Scott P. King, Ph.D.
Assistant Professor of Psychology, Shenandoah University
Associate Managing Editor, Seniors Housing & Care Journal

CONFERENCE: APA new opportunity - it's not too late!

Dear colleagues,

 

We’d like to make you all aware of a new opportunity to submit your work for presentation at APA 2012 in Orlando. APA is creating a new format for presentations of “late-breaking” psychological research findings. The point is to allow the convention to showcase high impact findings that were not completed in time for the general submission date, findings of high importance to NON-PSYCHOLOGISTS and MEDIA OUTLETS ,and findings related to contemporary events (natural disasters, political conflicts, etc.). The poster session will take place Friday August 3, at 4pm.

 

The details are in the attached document, but here are the basics: The submission window is April 1 to May 15 at the convention website. Our division program chairs will review submissions and forward our top 2-3 nominations to APA, who will select the final line-up for the poster session.

 

Let me know if you have any questions, and definitely help us showcase what a timely, important, and late-breaking-worthy division we have!

 

Best,

Monisha

 

 

Monisha Pasupathi, PhD

Associate Professor and Area Coordinator

Developmental Psychology

University of Utah

 

INFO:] APA Education GRO Legislative Update

Sent from my iPad

Begin forwarded message:

From: "Forsyth, Sheila (Education Advocacy)" <slforsyth@COX.NET>
Date: February 24, 2012 1:30:36 PM PST
To: "DIVOFFICERS@LISTS.APA.ORG" <DIVOFFICERS@LISTS.APA.ORG>
Subject: [DIVOFFICERS] APA Education GRO Legislative Update
Reply-To: "slforsyth@COX.NET" <slforsyth@COX.NET>

Note:  Please share with your individual memberships.  Thanks!

APA Education Government Relations Office (GRO) Legislative Update

February 2012 Table of Contents

1) Update on 2012 Education GRO Legislative Initiatives

2) Budget and Appropriations Update – Budget Watchwords: Austerity and Contraction

3) Reminder: Annual Education Advocacy Breakfast Meeting in Orlando (8/4/12)

4) Advocacy Training Modules Update

1)  UPDATE ON 2012 EDUCATION GRO LEGISLATIVE INITIATIVES

 

FY 2013 APPROPRIATIONS

*Graduate Psychology Education (GPE) Funding:  A "good news – bad news" scenario continues for the GPE Program: The good news is that the program once again survived a "slash and burn effort" during another year of the economic downturn where almost all remaining small vulnerable discretionary programs  were eliminated, and most of the ones left got significant reductions in funding.  Clearly GPE's survival is due to the sustained efforts by FEDACs, GPE grantees and other APA members who have for the past dozen years helped to garner support and even gain some Congressional champions for psychology education and training. The bad news is that the GPE Program continues to endure modest funding—approximately $3 million for FY 2012. Our target for FY 2013 is $4.5 million, a small bump-up to the FY 2005 level, which is particularly relevant considering that the Health Resources & Services Administration (HRSA) will need to hold another grant competition in FY 2013 for a new three year cycle.  A funding level of $4.5 million will allow for approximately 30 grants nation-wide.

HRSA reported on GPE Accomplishments: During Academic Year 2010-2011 GPE grantees taught 620 trainees and graduated 90 psychologists. The GPE Program met its target for number and percentage of graduates entering practice in Medically Underserved Communities (MUC). Moreover, these GPE trainees provided mental and behavioral health services to over 46,000 people including underserved populations such as:  Native Americans, African American children living with Sickle Cell Anemia, and children and families with diabetes, HIV/AIDS, burns, injuries, trauma,  amputations, or Attention Deficit Disorder (ADD).   

*FY 2013 Outreach to Members of Congress: We have just begun our targeted Congressional visits for the FY 2013 appropriations cycle, with 52 hill visits already scheduled and the hope to add at least 15 more.  Given that this is a Presidential election year, not much is expected to get done by Congress. Nevertheless, we need to persist in promoting the contributions of psychology to health care and advocating for increased funding for the only federal program dedicated to graduate education and training in psychology.  As we did last year, we will again focus our GPE pitch for support on: placing trainees at Federally Qualified Health Centers and targeting veterans, unemployed persons and victims of natural disasters.

*FY2013 President's Budget: The President's Budget which was released on February 13th requests continuation of the GPE Program; however, the proposed funding level is the same as the FY 2012 level of $2.9 million. It is also stated that the President will move $10 million from the Public Health and Prevention Fund (PHPF) to begin to fund this year in FY 2012 the Mental and Behavioral Health provision of the Affordable Care Act. The eligible providers for this program are psychology (doctoral and masters level), social work, child and adolescent professionals (psychology, school psychology psychiatry, social work, school social work, behavioral pediatrics, psychiatric nursing, marriage and family therapy, substance abuse disorder prevention and treatment, school counseling or professional counseling) and child and adolescent paraprofessionals. For FY 2013 the budget proposes $5 million more from Evaluation Funds to fund the Mental and Behavioral Health Education and Training Grants.

Consequently it looks like HRSA will be launching the new Mental and Behavioral Health competitive grant program for approximately 16 grants which graduate programs of psychology will be eligible. Further details about this new HRSA grant program will be provided as soon as we have more information to share.

*Need for Efficacy Data on the GPE Program:  Once again we are being asked by Members of Congress for data regarding the efficacy of the GPE Program. HRSA officials have kindly agreed to give us access to HRSA's program aggregate data that will be helpful in presenting the value of the GPE Program. We hope to get individual grant data from HRSA.  However, if that isn't possible, we will once again try to collect data directly from the GPE grantees.  To find what is written about the GPE Program accomplishments in the President's FY 2013 Budget go to:  http://www.apa.org/about/gr/education/news/2012/2013-budget.aspx

We are also seeking studies that provide compelling information on the value added of psychological services to integrated health care, care of chronically ill persons, interprofessional training, team building, and program evaluation.  [Note: "Promoting Quality" is the theme of the 2012 Educational Leadership Conference in Washington DC September 8-11 and "Accountability" (e.g., Efficacy of the GPE Program) will likely be the focus of the advocacy portion.] If you have any studies on these topics that might be helpful, please email them to Nina Levitt at nlevitt@apa.org.

*HRSA News:  We have recently learned that Mariquita Mullan, PhD, a psychologist and APA member, who is now the Behavioral Health Specialist in the Office of the Administrator, will soon be assuming the position of Director for the Division of Public Health and Interdisciplinary Education in the Bureau of Health Professions.  We are pleased to report that one of her goals is to explore how the federal government can better support doctoral level training, including internships for psychology.

*Garrett Lee Smith Memorial Act (GLSMA)/Campus Suicide Prevention Program Funding: APA's CEO, Norman B. Anderson has written to the Secretary of Health and Human Services, Honorable Kathleen Sebelius, asking her to direct $10 million from the Public Health Prevention Fund (PHPF) to the Campus Suicide Prevention program, as recommended and agreed to by Congress during their negotiations on the FY 2012 appropriations spending bill.

In the final FY 2012 consolidated appropriations bill, Congress agreed to fund the GLSMA Campus Suicide Program at approximately $5 million, with an agreement for an additional $10 million from the PHPF (not written in bill language).  The strong funding position is due largely to the leadership of Senator Jack Reed (D-RI) who has been a leader on this important issue and key sponsor of the Garrett Lee Smith Memorial Act Reauthorization (S.740). 

Education GRO will continue to monitor and advocate for the full level of funding to be directed towards the Campus Suicide Prevention Program.  For FY 2013, the President has recommended $4.858 million for Campus Suicide Prevention, a slight decrease and $34.4 million for the other GLSMA programs (State and Technical Assistance).  Overall, the President's 2013 budget calls for a $10 million reduction to all GLSMA programs because it removes the additional funding each program received from the PHPF in the earlier fiscal year.

REAUTHORIZING LEGISLATION

*Reauthorization of the Garrett Lee Smith Memorial Act (S740): As you know, Senator Jack Reed along with Senators Lisa Murkowski, Dick Durbin and Tom Udall introduced a strong reauthorization bill for the GLSMA programs, championing both the authority and the funding for the programs, especially the Campus Suicide Prevention Program.  Changes from the current law in S. 740 with regard to the Campus Suicide Prevention program include an allowance to use funds for services for students and hiring of appropriately trained staff.  Both these changes were made to address the continued need for mental and behavioral health services that has been documented in a number of annual studies.  To date, there are a total of 14 co-sponsors to this bill. 

*The Elementary and Secondary Education Act (ESEA) Reauthorization (Academic, Social and Emotional Learning within ESEA): Education Government Relations Office (GRO)  is delighted to announce that bipartisan support for the Academic, Social, and Emotional Learning Act of 2011 (HR 2437) was recently strengthened among the House Education and Workforce Committee members, which has jurisdiction over the bill.  Introduced on July 7, 2011 by Representatives Judy Biggert (R-IL), Dale Kildee (D-MI), and Tim Ryan (D-OH) HR 2437 is a modest but vital piece of legislation that would expand teacher and principal training in practices that address the social and emotional development needs of students. Social and Emotional Learning Curricula (SEL) support students' success by teaching them valuable skills, such as problem solving, conflict resolution, responsible decision-making, self-discipline, and goal-setting. 

Since HR 2437 was introduced, the Education GRO has been meeting with members on both sides of the aisle from the House Education and Workforce Committee to encourage them to support the bill by becoming cosponsors. As a result of these meetings, along with strong outreach from other groups and associations, HR 2437 added two new republican co-sponsors, Rep. Todd Russell Platts (R-PA) and Rep. Thomas Petri (R-WI), both of whom sit on the important Subcommittee on Early Childhood, Elementary, and Secondary Education.

Extensive psychological research strongly shows that social and emotional learning has a tremendously positive impact on academic and behavioral outcomes, including improved attendance, graduation rates, grades, test scores, reduced problem behavior, and improved health outcomes. APA Member Dr. Roger Weissberg of the University of Illinois at Chicago, a leading expert in this field, played a critical role in developing this legislation.

Related to this effort, on February 9, 2012 Chairman John Kline (R-MN) introduced the Student Success Act (HR 3989). This bill includes a definition of Professional Development, which draws directly from language in HR 2437.  The bill calls for "The advancement of teacher understanding of effective strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers, including through addressing the social and emotional development needs of students."  Education GRO was happy to work with other groups to push for the inclusions of elements of HR 2437 in the ESEA reauthorization.

For more information on HR 2437 and on the reauthorization of ESEA, please visit:

http://www.apa.org/about/gr/education/news/2012/education-act.aspx

2) BUDGET AND APPROPRIATIONS UPDATE – BUDGET WATCHWORDS: AUSTERITY AND CONTRACTION

(By Brent Jaquet, CRD Associates)

Given the nation's mounting debt and political pressures to reduce spending, it's no surprise that the $3.8 trillion budget President Obama unveiled February 13 will probably get short-shrift from congressional lawmakers. Grand ideas are a hard sell when the projected deficit for next year tops $901 billion and the debt ceiling deal enacted last August already reduced discretionary spending by $1 trillion over the next 10 years.

An ambitious list of domestic initiatives contained in the president's proposal is financed largely by reduced spending on the wars in Iraq and Afghanistan. While budget hawks will argue that those savings should be applied against the deficit, the president would plow some of the war savings funds into a $50 billion down-payment on a six-year highway  and infrastructure modernization program, $30 billion to modernize 35,000 schools, and another $30 billion to help states and school districts retain and hire teachers and first responders.

Also on the education front, the president proposes to sustain the maximum Pell Grant award of $5,635 through academic year 2014-2015 and provides $8 billion to the Departments of Labor and Education for state and community college partnerships with businesses.

The budget also proposes a five percent increase in non-defense R&D programs, including the National Science Foundation, the Energy Department's Office of Science and the National Institute of Standards and Technology Laboratories. Funding for the National Institutes of Health would be held at the fiscal year 2012 level of $30.7 billion.

*Appropriations process: Appropriations committees in both chambers have signaled their intention to move the Fiscal Year 2013 process along sooner this year. To some extent the process will be aided by the fact that last year's Budget Control Act established a total FY2013 appropriations level at $1.047 trillion. The Senate has announced that it will not take up a separate budget resolution this year because the spending amount is already set.  The House, however, has indicated that it will pass its own budget resolution and it will likely establish spending levels for House bills lower than the amount agreed to in the Budget Control Act. House conservatives feel that the law's FY13 budget amount was only a ceiling and not an absolute spending level.

In the House, which traditionally (and Constitutionally) begins appropriations work earlier than the Senate, leaders have said that all budget hearings will be completed by the end of March, and some have already been held.  March 20 is set as the deadline for Members of the House to inform the Appropriations Committee of their requests for program support at the agencies. So, that is the deadline for Members to express their interest in funding the Graduate Psychology Education Program. The Senate request deadline will likely occur a week or so later, but the date has not been announced. No Senate hearings with the agencies have been scheduled yet.

The eventual negotiations and wrap-up to the appropriations process later this year will be complicated by several factors, especially the Congressional and Presidential elections.

Further details on the budget and appropriations, including the President's State of the Union, can be found at: http://www.apa.org/about/gr/education/news/2012/budget-update.aspx

3) REMINDER: ANNUAL EDUCATION ADVOCACY BREAKFAST MEETING IN ORLANDO (8/4/12 – 7:30-9:00 AM)

A quick reminder that the Education Advocacy Breakfast Meeting will be held on Saturday, August 4th (7:30-9:00 AM) during the APA Annual Convention in Orlando, FL.  Congresswoman Corrine Brown (D-FL), member of the House Veterans' Affairs Committee, has been invited to serve as keynote speaker and to discuss Veterans' Mental Health in the community and on college campuses. Further details, including hotel/room, will be provided closer to the event.  We hope all FEDACs going to the APA Convention will be able to attend.

4) ADVOCACY TRAINING MODULES UPDATE

We are very happy to report that we're in the final development phase of the advocacy training modules, a collaborative project between the Education and Public Interest GRO staff. In addition to refining the content, presenter notes and references, over the past year we have also been working with APA legal counsel to obtain a registered trademark for the term PsycAdvocate ®, pursuing formal permission/authorization from a variety of sources for materials that are included in the modules (e.g., "I'm Just A Bill" video), and finally copyright protection.

As we've described in previous updates, the six modules range from an introductory overview of the federal legislative process, to intermediate level sessions that provide more in-depth details of the U.S. federal government and its legislative and appropriations process, to more advanced sessions that prepare participants to actively engage in grassroots activities and learn skills to effectively communicate with policy makers. The final module focuses on the importance of supporting and participating in political activities (e.g., town hall meetings, receptions, fundraisers).

The modules are expected to be completed this spring or early summer and will ultimately be available on-line through the APA Continuing Education (CE) Office or during APA convention and regional or mid-winter conference workshops.

*Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has."  Margaret Mead

APA Education Government Relations Office Team:

Nina Gail Levitt, Ed.D. l Associate Executive Director

Jennifer Beard Smulson l Sr. Legislative & Federal Affairs Officer

Arielle Eiser| Legislative Assistant

Sheila Lane Forsyth | APA Education GRO Grassroots Consultant

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INFO: Draft National Alzheimer's Plan

APA will again provide detailed comments on this first draft. I have just started reviewing but it is encouraging that at least psychologists are now listed multiple times and that there is a tiny bit more about behavioral research and nonpharmacological interventions (neither in the draft framework we commented on had it) but still woefully inadequate in many things such as the area of neuropsychological assessment, research beyond biomarkers, the proposed public education campaign addressing risk factors, and geriatric workforce funding. Pat Kobor and I will be drafting the next round of APA comments on the Draft Plan.

Again, we encourage individuals and organizations to comment on the Draft Plan. Comments should be send to NAPA@hhs.gov by March 30th. We also would appreciate any comments you would like to share to inform the next round of APA comments, please send to me by March 9th.

Here are some key links related to this issue:

Home Page of the National Alzheimer's Project Act (NAPA)
http://aspe.hhs.gov/daltcp/napa/

Draft National Plan to Address Alzheimer's Disease (February 22, 2012)
http://aspe.hhs.gov/daltcp/napa/#DraftNatlPlan

Background and Description: Alzheimer's Disease Research Summit 2012
http://www.nia.nih.gov/print/background-and-description-alzheimers-disease-research-summit-2012

Registration Form for Alzheimer's Disease Research Summit 2012
http://www.nia.nih.gov/alzheimers-disease-research-summit-2012-registration

American Psychological Association comments on the Draft Framework for the National Plan to address Alzheimer's Disease (January 26, 2012)
http://www.apa.org/pi/aging/resources/alzheimer-comments.pdf

January 2012 Meeting Summary of the Advisory Council on Alzheimer's Research, Care, and Services
http://aspe.hhs.gov/daltcp/napa/011712/Mtg2Sum.shtml

Public Comments received by NAPA during December and January (includes APA and individual psychologists)
http://aspe.hhs.gov/daltcp/napa/Comments/PubCom.shtml

Psychological Science Agenda article, "APA responds to first draft of National Framework for Alzheimer's Disease"
http://www.apa.org/science/about/psa/2012/02/alzheimer.aspx

APA Webinar: "New Guidelines on Alzheimer's - How Will Research and practice be affected"
http://www.apa.org/pi/aging/index.aspx

APA Guidelines for the Evaluation of Dementia and Age Related Cognitive Change
http://www.apa.org/pi/aging/resources/dementia-guidelines.aspx

Debbie

Deborah DiGilio| Director, Office on Aging Public Interest Directorate American Psychological Association
750 First Street NE, Washington, DC 20002-4242
Tel: (202) 336-6135 | Fax: (202) 336-6040
email: ddigilio@apa.org | www.apa.org/pi/aging

JOBS: Pre-doc/Post-doc/Scientist positions at Max Planck Institute for Human Development, Berlin

Hello all, 

Ralph Hertwig's group is moving to Berlin this autumn and they have openings for research scientists, pre-docs, and post-docs. The focus of this center is on decision science, but this group and the larger MPIB community is also quite focused on development and aging. It is a fantastic place to work and Berlin is a great city to live in!

Please pass this on to any relevant lists. Please email Rui Mata (cc'd) if you have specific questions.

-----

Research Scientist Positions, Max Planck Institute for Human Development, Berlin

The new Center for Cognitive and Decision Sciences at the Max Planck Institute for Human Development, Berlin, Germany, under the direction of Ralph Hertwig, seeks applicants for 2 Research Scientist Positions.

These are two-year positions (with the possibility of extension). Salary depends on experience. The positions are available from October 1, 2012, but later start dates are possible.

Candidates should be interested in studying the mechanisms underlying decision making. The Center for Cognitive and Decision Sciences will take an interdisciplinary approach to cognitive science and decision making, and candidates may have training in psychology, philosophy, economics, sociology, biology, computer science, mathematics, and/or neuroscience. Candidates should be interested in using behavioral, computational, and/or neuroscience methods to study the cognitive, affective, social, and/or developmental basis of decision making.

Candidates must have a PhD. Apart from mentoring doctoral students and postdoctoral fellows, there are no teaching requirements.

The Max Planck Institute for Human Development (www.mpib-berlin.mpg.de

 

) offers an excellent infrastructure including support staff and equipment for conducting experiments (e.g., behavioral laboratory, fMRI, EEG, TMS). It provides an international research environment, with English being the working language of the Center for Cognitive and Decision Sciences.

The Max Planck Society is committed to employing more handicapped individuals and especially encourages them to apply. The Max-Planck Society seeks to increase the number of women in those areas where they are underrepresented and therefore explicitly encourages women to apply.

Applications (consisting of a cover letter describing your research interests, a curriculum vitae, up to five reprints, and two letters of recommendation) should be sent as a single PDF file, with your name as the file name, to Monika Oppong (oppong@mpib-berlin.mpg.de; Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin). Please submit applications by March 25, 2012, to ensure consideration. However, review of applications will continue until the positions are filled.

For further inquires about the positions, please contact Rui Mata (rui.mata@unibas.ch).

Postdoctoral and Predoctoral Fellowships, Max Planck Institute for Human Development, Berlin

The new Center for Cognitive and Decision Sciences at the Max Planck Institute for Human Development, Berlin, under the direction of Ralph Hertwig, seeks applicants for Postdoctoral Fellowships and Predoctoral Fellowships.

The positions are available from October 1, 2012, but later start dates are possible.

Candidates should be interested in studying the mechanisms underlying decision making. The Center for Cognitive and Decision Sciences will take an interdisciplinary approach to cognitive science and decision making, and candidates may have training in psychology, philosophy, economics, sociology, biology, computer science, mathematics, and/or neuroscience. Candidates should be interested in using behavioral, computational, and/or neuroscience methods to study the cognitive, affective, social, and/or developmental basis of decision making.

The Max Planck Institute for Human Development (www.mpib-berlin.mpg.de

 

) offers an excellent infrastructure including support staff and equipment for conducting experiments (e.g., behavioral laboratory, fMRI, EEG, TMS). It provides an international research environment, with English being the working language of the Center for Cognitive and Decision Sciences.

The Max Planck Society is committed to employing more handicapped individuals and especially encourages them to apply.

The Max-Planck Society seeks to increase the number of women in those areas where they are underrepresented and therefore explicitly encourages women to apply.

The Postdoctoral Fellowships are for two years (plus two six-month extensions). Applications (consisting of a cover letter describing your research interests, a curriculum vitae, up to five reprints, and two letters of recommendation) should be sent as a single PDF file, with your name as the file name, to Monika Oppong (oppong@mpib-berlin.mpg.de; Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin).

The Predoctoral Fellowships positions are for three years (plus two six-month extensions). Applications (consisting of a cover letter describing your research interests, a curriculum vitae including course grades, reprints or a two-page summary of your master thesis, and one letter of recommendation) should be sent as a single PDF file, with your name as the file name, to Monika Oppong (oppong@mpib-berlin.mpg.de; Max Planck Institute for Human Development, Lentzeallee 94, 14195 Berlin).

Applications for both positions must be submitted by March 25, 2012, to ensure consideration. However, review of applications will continue until all available positions are filled.

For further inquires about the positions, please contact Rui Mata (rui.mata@unibas.ch).

INFO: COMING SOON! Geropsychology collaborative website!

Colleagues,

It is with great excitement that I announce that APA (via CODAPAR) has funded a joint effort between Divisions 12/II and 20, in partnership with CoPGTP and PLTC to create a geropsychology resource website.  Please see the project abstract below.

 

There is a severe geropsychology workforce crisis to treat the fastest growing and most complex segment of the population. Access to educational materials and training opportunities for psychologists and trainees about later life is critical now, to ensure a more adequate workforce pipeline. Each of the four major geropsychology organizations in the US (APA Divisions 12/II and 20, Council of Professional Geropsychology Training Programs, and Psychologists in Long Term Care), has training and professional development resources; not all of this information is easy to locate or access, however, and it is all incomplete. The goal of this project is to bring together the available geropsychology training and professional development resources in one internet clearinghouse website to maximize organizational effectiveness, increase access to geropsychology training, and collaboratively create new tools to increase the effectiveness of existing resources, including the first in a series of geropsychology webinars.  *Note that a key piece of this website will be an online version of the Pikes Peak Competencies Assessment Tool. 

 

Representatives from each of these four groups, as well as from CONA (Committee ON Aging within APA) will collaborate to create this very exciting website over the next year.  We have a core committee, and are looking for many more interested members of any/all of these groups to participate, as it will be a large undertaking with a moderate budget.  Please contact Erin Emery (erin_emery@rush.edu) if you are interested in learning more and/or getting involved.

 

STUDENTS: We will be looking to hire a project assistant for one year, 4-5 hours per week to aggregate information for the site, write some content, and coordinate site organization.  Experience with web design is helpful, but not required (we will have a professional web designer on staff as well).  Those interested can send CV, brief statement of interest, and faculty reference contact information to Erin Emery (erin_emery@rush.edu).

 

Looking forward to bringing the national geropsychology groups together on this exciting project!

 

Erin E. Emery, Ph.D.

President, APA Division 12/II, Society of Clinical Geropsychology

 

 

Director of Geriatric and Rehabilitation Psychology

Project and Clinical Director, BRIGHTEN Program

Rush University Medical Center

Assistant Professor, Rush University

Department of Behavioral Sciences

710 S. Paulina St., Suite 431

Chicago, IL  60612

(312) 942-6294

erin_emery@rush.edu

 

 

Everything is connected; nothing lasts; you are not alone. - Lewis Richmond

 

 

________________________________________________________________
Everything is connected; nothing lasts; you are not alone.  -Lewis Richmond

JOBS: Research Assistant at Brandeis University

The Aging, Culture, and Cognition Laboratory at Brandeis University,
located in Waltham, MA, is hiring a Research Assistant. The Research
Assistant will coordinate behavioral and neuroimaging (fMRI) data
collection for studies of aging, culture, and memory, under the
direction of Dr. Angela Gutchess.

Examples of Key Responsibilities:
Assists in the collection of fMRI data off-site. Must be
reliable, pay attention to detail, and be interested in learning about
neuroimaging research. Own transportation to drive to Charlestown is
preferred
Administers research studies and data collection. This includes
recruiting participants, phone screening for eligibility, scheduling
sessions, creating experimental stimuli and tasks, conducting
computerized and paper and pencil testing, and data scoring and entry.
Coordinates laboratory activities and administrative matters for
the lab. This includes training and coordinating undergraduate
student research assistants, responding to phone calls, organizing
laboratory space and meetings, troubleshooting computer issues,
documenting laboratory procedures, and organizing human subjects
paperwork and records.

Qualifications:
Attention to detail, reliability, strong organizational skills, and
good interpersonal skills are required.
Must be able to multi-task and take initiative.
Must be willing to work flexibly and professionally with research
participants and members of the research team.
Previous experience in a research setting, such as working with
research volunteers, collecting and organizing data, and proficiency
in Word and Excel are preferred.

Bachelor's Degree preferred
Background in Psychology and/or Neuroscience preferred.

How to Apply:
Submit cover letter and resume as a single document at
http://www.brandeis.edu/humanresources/jobs/external.html. Elect
option for "External Applicant". Sort the job listing by clicking
the Job ID column heading. Locate the desired job listing. Click the
job title and then Apply Now.

Research Assistant
Brandeis University
Brandeis - Waltham Campus
Search for Research Assistant (job id # 520452)

Closing Statement:
Brandeis University operates under an affirmative action plan and
encourages minorities, women, disabled individuals, and eligible
veterans to apply. It is the policy of the University not to
discriminate against any applicant or employee on the basis of race,
ancestry, color, religion, sex, sexual orientation, age, genetic
information, national origin, disability, veteran status, or on the
basis of any other legally protected category.

----------------------------------
Angela Gutchess, Ph.D.
Assistant Professor of Psychology and
Volen National Center for Complex Systems
Brandeis University
http://www.brandeis.edu/gutchess/

INFO: National Alzheimer's Project Act Website Update

FYI..  We have not seen anything new since this meeting occurred. 

 

Deborah DiGilio| Director, Office on Aging Public Interest Directorate American Psychological Association 750 First Street NE, Washington, DC 20002-4242 Tel: (202) 336-6135 |  Fax: (202) 336-6040 email: ddigilio@apa.org | www.apa.org/pi/aging
P Please consider the environment before printing this email.

 

 

 

 

 

 

 

 

 

 

 

From: * Updates on the Natl. Alzheimer's Project Act. [mailto:NAPA-L@LIST.NIH.GOV] On Behalf Of Veazey, Brenda (HHS/ASPE)
Sent: Friday, February 17, 2012 2:11 PM
To: NAPA-L@LIST.NIH.GOV
Subject: NAPA Website Update

 

NOW AVAILABLE ON THE NAPA Website (http://aspe.hhs.gov/daltcp/napa/)

 

Summary of the Advisory Council on Alzheimer’s Research, Care, and Services January Meeting

http://aspe.hhs.gov/daltcp/napa/011712/Mtg2Sum.shtml

 

Public Comments received during December and January

          http://aspe.hhs.gov/daltcp/napa/Comments/PubCom.shtml

 

 

 

---

JOBS: Lab manager position at Duke University

Lab manager position in Cognitive Neuroscience of Episodic Memory and Aging
Lab manager position available in the laboratory of Roberto Cabeza
(www.cabezalab.org) at the Center for Cognitive Neuroscience of Duke
University (www.mind.duke.edu). fMRI scanning (www.biac.duke.edu) and
TMS (http://sites.google.com/site/duken3lab/) facilities are located
within a few hundred yards. Research focuses on the neural mechanisms
of visual memory and emotional memory in young and older adults using
fMRI, functional connectivity, DTI, EEG/ERP, and TMS. Duties include
recruitment and neuropsychological testing of young and older
participants, MRI scanning and analysis, supervision and training of
undergraduate students, and general laboratory administration. The
position includes opportunities for research and co-authorship of
abstracts and papers. Qualifications: B.A. or equivalent with
background in psychology, neuroscience, or computer science. All
candidates should have excellent interpersonal and organizational
skills, good computer skills, and some research experience. Experience
in computer programming and familiarity with statistic are desirable.
Two-year commitment is required. Send a cover letter and a CV to
cabeza@duke.edu.

JOBS: Postdoctoral position at Duke University

Postdoctoral position in Cognitive Neuroscience of Episodic Memory and Aging

Postdoctoral position available in the laboratory of Roberto Cabeza
(www.cabezalab.org) at the Center for Cognitive Neuroscience of Duke
University (www.mind.duke.edu). fMRI scanning (www.biac.duke.edu) and
TMS (http://sites.google.com/site/duken3lab/) facilities are located
within a few hundred yards. Research focuses on the neural mechanisms
of visual memory and emotional memory in young and older adults using
fMRI, functional connectivity, DTI, EEG/ERP, and TMS. The position
includes ample RA support and collaborations with graduate students
and faculty. The ideal candidate will have several of the following
qualifications: (1) background in memory and/or aging research; (2)
experience in fMRI (e.g., SPM), EEG/ERP, or TMS; (3) excellent
programming skills (e.g., Matlab); (4) expertise in statistics; and
(5) a promising publication record. Send a statement of research
interests and a CV to cabeza@duke.edu.

CONFERENCES: COGNITIVE AGING CONFERENCE PROGRAM

COGNITIVE AGING CONFERENCE

Atlanta, Georgia

April  18 – April 22, 2012

 

The plenary (spoken) and poster sessions for this year’s Cognitive Aging Conference are now posted on the website   http://cos.gatech.edu/cac/ .  You can reserve your hotel room and register for the conference on the website also.   Note that the registration fee goes up on March 1, 2012.

 

For more information: e-mail  Laura Barg-Walkow, the conference coordinator -   laura.GAtech@gmail.com

AWARDS: 2012 SPSSI Award for Innovative Teaching

2012 SPSSI Innovative Teaching Award

The Society for the Psychological Study of Social Issues (SPSSI) confers an annual award for innovative teaching in areas related to the psychological study of social issues. This award recognizes effective courses, assignments, or classroom activities addressing social issues.

Eligibility: Nominees should be SPSSI members who have developed innovative pedagogical products that aid in teaching the psychological study of social issues. Nominees may teach at graduate degree granting institutions, Bachelor’s degree universities and colleges, two-year and community colleges, or as contingent or adjunct faculty.

Nominations/Applications: 
To apply, send your nomination materials via email to the committee chair listed below. The materials should include the following:

1) Nominee’s statement (1-3 pages) describing an innovative course, an assignment, or a classroom activity that enhances learning about social issues, the theoretical framework guiding the pedagogy, and the goals of the innovative instruction and how it relates to learning about social issues.

2) Pedagogical Materials (depending on which of the three products you are submitting for this award):

• Course(for example: syllabus, course materials, sample lectures or discussions that speak to the course design and implementation, website for the course, etc.)
• Assignment (for example: handouts, assignment instructions, rubrics, sample project/assignment provided to students, and website links, etc.)
• Activity (for example: instructions for facilitating the activity, student handouts, activity materials, activity discussion questions, website links, etc.)

3) Evidence of Pedagogical Effectiveness: For example, qualitative and quantitative student evaluations, student feedback and suggestions, student assignment outcomes (assignment products and activity outcomes)

Self-nominations are encouraged. The deadline for receipt of materials is March 31, 2012.

Recipients receive $1000 and a plaque and will be recognized and invited to share their innovative teaching at an upcoming SPSSI conference (June 2012 in Charlotte, NC) and in the newly created Teaching and Learning column in the SPSSI newsletter. Honorable Mention awardees will receive one year of free SPSSI membership. In order to build an online teaching resource center, submitted materials may be included on the SPSSI website for public use.

Send all nomination materials together in one email to the chair of the 2012 award committee:

Dr. Desdamona Rios
drios@bowdoin.edu

For general questions, please contact Kim A. Case, Chair of the SPSSI Teaching and Learning Committee, at CaseKi@uhcl.edu . Please note that materials may be held over for review by the committee in the next award year. 

 

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INFO: Please join Division 20 for 2012!

Dear members of the APA Division 20 List-Serv,

As we start the new year, we are hoping to match or exceed our total membership from 2011!   If you have not renewed your membership, please consider doing so or joining as a new member!  As a long-time member of the Division myself, membership has allowed me to enjoy the multitude of professional benefits of Division 20 including job opportunities, faculty development, research training, and networking contacts that will help me throughout my career.

Please visit the APA Division 20 membership page (http://apadiv20.phhp.ufl.edu/join.htm) and fill out an application to join as a new member or a renewed member.  The membership page also provides a wealth detail of why membership in Division 20 is such a great professional opportunity.

 

In response to the need to create flexible membership options and encourage more robust participation in Division 20, we are excited to announce two new membership categories for new or current members:

1.  Professional affiliates are persons who, due to their proficiency in areas related to the mission of the Division, can contribute to the Division's objectives but do not hold membership in the American Psychological Association.

2.  International affiliates are also proficient in areas related to the mission of the Division and can contribute to the Division's objectives, but reside in a country outside of the United States.  International affiliates do not have to hold membership in the American Psychological Association to join Division 20.

Dues for both Professional and International Affiliates are the same as Divisional dues for full members (e.g., $44 per year), and confer many of the same benefits as Full Members, including subscriptions to Adult Development & Aging News as well as Psychology and Aging.  However, to reiterate: one does not have to join APA itself in order to be an Affiliate of Division 20!

To join as a Professional or International Affiliate, please go to http://memforms.apa.org/apa/cli/divapp/.  If you have any questions or concerns, please do not hesitate to contact me at the email or numbers below.

If you are a member, you will note on the APA Division 20 membership page that we have designed new brochures.  If you would like some brochures to post in your office or share with colleagues, please let me know and I would be happy to mail you some.  Please spread the word and encourage your colleagues to join.

If you have any questions, or if there is anything I can do to help facilitate your membership in APA Division 20, please do not hesitate to contact me!

Sincerely,

Joe Gaugler
Membership Chair
APA Division 20

 

_____________________

 

Joseph E. Gaugler, Ph.D.
Associate Professor, McKnight Presidential Fellow
Editor-in-Chief, Journal of Applied Gerontology
School of Nursing, Center on Aging
University of Minnesota
6-153 Weaver-Densford Hall, 1331
308 Harvard Street S.E.
Minneapolis, MN  55455
Phone: 612-626-2485
Cell Phone: 651-605-5611
Fax: 612-625-7180
Email: gaug0015@umn.edu
http://www.nursing.umn.edu/FacultyStaffandPreceptors/GauglerJoseph/home.html
_____________________

 

AWARDS: 2012 SPSSI Award for Innovative Teaching

From: Cooke, Keith [mailto:kcooke@apa.org]

2012 SPSSI Innovative Teaching Award

The Society for the Psychological Study of Social Issues (SPSSI) confers an annual award for innovative teaching in areas related to the psychological study of social issues. This award recognizes effective courses, assignments, or classroom activities addressing social issues.

Eligibility: Nominees should be SPSSI members who have developed innovative pedagogical products that aid in teaching the psychological study of social issues. Nominees may teach at graduate degree granting institutions, Bachelor’s degree universities and colleges, two-year and community colleges, or as contingent or adjunct faculty.

Nominations/Applications: 
To apply, send your nomination materials via email to the committee chair listed below. The materials should include the following:

1) Nominee’s statement (1-3 pages) describing an innovative course, an assignment, or a classroom activity that enhances learning about social issues, the theoretical framework guiding the pedagogy, and the goals of the innovative instruction and how it relates to learning about social issues.

2) Pedagogical Materials (depending on which of the three products you are submitting for this award):

• Course(for example: syllabus, course materials, sample lectures or discussions that speak to the course design and implementation, website for the course, etc.)
• Assignment (for example: handouts, assignment instructions, rubrics, sample project/assignment provided to students, and website links, etc.)
• Activity (for example: instructions for facilitating the activity, student handouts, activity materials, activity discussion questions, website links, etc.)

3) Evidence of Pedagogical Effectiveness: For example, qualitative and quantitative student evaluations, student feedback and suggestions, student assignment outcomes (assignment products and activity outcomes)

Self-nominations are encouraged. The deadline for receipt of materials is March 31, 2012.

Recipients receive $1000 and a plaque and will be recognized and invited to share their innovative teaching at an upcoming SPSSI conference (June 2012 in Charlotte, NC) and in the newly created Teaching and Learning column in the SPSSI newsletter. Honorable Mention awardees will receive one year of free SPSSI membership. In order to build an online teaching resource center, submitted materials may be included on the SPSSI website for public use.

Send all nomination materials together in one email to the chair of the 2012 award committee:

Dr. Desdamona Rios
drios@bowdoin.edu

For general questions, please contact Kim A. Case, Chair of the SPSSI Teaching and Learning Committee, at CaseKi@uhcl.edu . Please note that materials may be held over for review by the committee in the next award year.