INFO: Your support for Division 20!

Division 20 Needs Your Votes!

In early November you will receive an apportionment ballot from APA that will determine YOUR representation at APA. You will have 10 votes to allocate. We’re very fortunate in having two council representatives, Sue Whitbourne and K. Warner Schaie, who have taken very important leadership roles in APA.  Having two representatives allows our Division to better promote aging issues at APA, but we are at risk of losing one rep.  It is absolutely crucial that you contribute as many of your ten votes to Division 20 as possible.  While we applaud the fact that many in our community belong to multiple divisions, THIS YEAR, GIVE A LITTLE MORE TO DIVISION 20!

Carolyn Aldwin

President, APA Division 20

 

 

Carolyn M. Aldwin, Ph.D.
Professor & Director, Gerontology Program
Dept. of Human Development & Family Sciences
Oregon State University
Corvallis, OR  97330
541 737-2024; 541 737-1076 (fax)

“Everything is connected with everything else; but not all things are connected by the short and straight roads we expected.” -- C. S. Lewis

 

 

STUDENTS: Developmental Psychology at the University of Utah

Dear Colleagues:

 

The Ph.D. Program in Developmental Psychology at the University of Utah has openings for graduate students beginning fall 2011.

 

Applications are due December 15^th; instructions are available at:  http://www.psych.utah.edu/graduate/apply.php.

 

PROGRAM.This program provides cutting-edge research training in the integrated systems (i.e., cognition, emotion, culture, biology, family, community) in which human development unfolds over the lifespan.  Faculty research focuses on regulatory processes in diverse family and social contexts including traditional families as well as diverse family constellations (e.g., families with a gay, lesbian or bi-sexual adolescent; families adapting to chronic illness), and friendships.    A second focus is on regulatory processes in diverse cultural contexts including cultural contexts in the United States (e.g., regulation involving executive function among Native American Indian children) as well as diverse cultural contexts (regulation of identity and moral understanding in contexts of political violence in Colombia). 

A distinguishing feature of our program is its cross-disciplinary approach.  In addition to core training in the theories and methods of developmental psychology, our graduates typically pursue supplemental training (tailored to their specific research interests) in allied fields such as health psychology, social/personality psychology, cognitive neuroscience, psychophysiology, developmental psychopathology, and human sexuality.  Given that developmental science has become increasingly integrated with research in these allied fields, students who graduate from our program are well-prepared to join the “next generation” of developmental scientists conducting important, cutting edge, interdisciplinary research. 

 

RESOURCES.All students can expect to receive 4 years of financial support via research or teaching assistantships (3 years if entering with a Master’s degree), plus a tuition waiver and basic health insurance. Faculty in the developmental area share a collaborative orientation and active, intersecting research programs, with a strong record of both federal and foundation funding that facilitates faculty and student research. The department houses several state-of-the-art psychophysiology and observational laboratories for data collection.

 

SALT LAKE CITY.The University of Utah is located on the eastern edge of Salt Lake City at the base of the magnificentWasatch Mountains. The University provides a center for community culture, with recognized research institutes, museums, concerts, intercollegiate athletics, and community service programs. Salt Lake City affords the amenities of a major metropolitan area, but also proximity to National Forest and unparalleled outdoor recreation opportunities (including the best skiing on earth!).

 

MORE INFORMATION. For more information about the Ph.D. program in developmental psychology at the University of Utah, contact Monisha Pasupathi, Coordinator of the Developmental Program at: pasupath@psych.utah.edu. Additional information can be found on our website: www.psych.utah.edu and at www.psych.utah.edu/graduate/pdf/graduate_brochure.pdf.

 

 

FACULTY INTERESTED IN TAKING GRADUATE STUDENTS 2011-2012

 

Cynthia Berg, http://www.psych.utah.edu/people/cynthiaberg; cynthia.berg@psych.utah.edu

My research examines how individuals across the life span collaborate together to solve everyday problems and deal with daily stressors. Our work (funded by grants from NIH) examines how parents may facilitate or derail problem solving in collaboration with their adolescents as they deal with problems surrounding the adolescent's type 1 diabetes (Berg et al., 2011).  We just began a 5-year NIH study examining self-regulatory processes as adolescents transition into emerging adulthood and how parents may assist in this transition.  In addition, I examine how collaborative problem solving may provide a context for understanding physiological processes in married couples in normal interaction (Berg et al., 2007) and in interaction as they deal with treatment decisions regarding chronic illness (e.g., making treatment decisions regarding prostate cancer, Berg et al., 2008).

 

Lisa M. Diamond, www.psych.utah.edu/lisadiamond; diamond@psych.utah.edu

My research focuses on two distinct but related areas -- the nature and development of affectional bonds and the nature and development of same-sex sexuality. The common thread uniting these lines of research is my interest in the psychological and biobehavioral processes underlying intimate relationships and their influence on emotional experience and functioning over the life course.  My work is funded by the W. T. Grant Foundation and NIH. My primary research questions are as follows: (1) what are the basic psychological and biobehavioral processes underlying the formation and functioning of affectional bonds; (2) how are these processes related to sexual desire and sexual orientation; (3) what are the implications of affectional bonding for mental and physical well-being at different stages of life? In addressing these questions, I use a diverse range of research methods, including in-depth qualitative interviews, controlled social-psychophysiological experiments, and assessment of naturalistic interpersonal behavior.

 

 

Monisha Pasupathi, www.psych.utah.edu/monishapasupathi; monisha.pasupathi@psych.utah.edu

I study the development of self, identity, and memory in adolescence through late life, with a particular emphasis on how narratives function to regulate self-perceptions and emotions. My work is supported by NIH funding. My recent theoretical and empirical work has focused on relations between storytelling and self, whether traditionally conceptualized in terms of self-concept ( McLean, Pasupathi, & Pals, in press; Pasupathi, Alderman, & Shaw, 2007; Pasupathi & Rich, 2005), or viewed in terms of the integration of experiences with the self (Pasupathi, Mansour, & Brubaker, in press; Pasupathi & Mansour, 2006). For example, people typically use stories to confirm their views of themselves (Pasupathi & Rich, 2005), but some experiences force people to create stories that account for changes and discontinuities (Pasupathi & Mansour, 2006).

 

Monica Tsethlikai, www.psych.utah.edu/monicatsethlikai; monica.tsethlikai@psych.utah.edu

My research focuses on dynamics of positive child development, integrating my research on memory (Tsethlikai & Greenhoot, 2006; Tsethlikai 2010) and my research on executive functions (Tsethlikai, 2011). I have studied both as basic cognitive processes that underlie positive behavioral outcomes. The long-term goal of my research program is to use a dynamic systems approach to examine positive child development from within a framework where basic cognitive processes and social environments are not studied independently of biological processes. In pursuit of this goal, I am currently seeking funding to explore: 1) how variations in exposure to environmental strain (as indicated by cortisol secretion in hair and self-report) and cultural support (as measured by engagement in cultural activities) impact the development of executive functions, specifically working memory, inhibition, and cognitive flexibility; and 2) To examine whether executive functions independently or collectively serve as mediators of self-regulatory outcomes (e.g., academic persistence, prosocial behavior, healthy choices) in children. I am also interested in examining the roles of inhibition, working memory, and cognitive flexibility in the maintenance, loss, and meaning-making of traumatic memories over time in relation to positive developmental outcomes.

 

Cecilia Wainryb, www.psych.utah.edu/ceciliawainryb; cecilia.wainryb@psych.utah.edu

I study moral development. My research concerns how children and adolescents further their moral understandings through their everyday experiences, and how these developments are shaped by violence, war, and injustice.My work focuses particularly on  how children and adolescents make sense of interpersonal and group conflict situations, especially the types of conflicts in which one or both parties feel hurt or mistreated. I'm particularly interested in how the specific ways in which children interpret these experiences both affect their actual behavior in conflict situations and further their moral development. I have studied this process by interviewing children about hypothetical conflict situations (Shaw & Wainryb, 2006; Wainryb, Shaw, Langley, Cottam& Lewis, 2004; Komolova & Wainryb, 2011) and, also, by eliciting children's narrative accounts of their own conflict experiences (Wainryb, Brehl, & Matwin, 2005; Pasupathi & Wainryb, 2010a). Most recently, I have begun to examine how different ways of narrating experiences of harm may alter the implications of those experiences for emotional experiences, and ultimately, self and moral development, as part of an NIH-funded award.

 

 

 

 

Monisha Pasupathi, PhD

Associate Professor and Area Coordinator

Developmental Psychology

University of Utah

 

STUDENTS: National Science Foundation doctoral funding for IGERT program at Oregon State University

National Science Foundation (NSF)-funded interdisciplinary doctoral training in aging at Oregon State University

Oregon State University and its Center for Healthy Aging Research have been awarded the first IGERT (Interdisciplinary Graduate Education and Research Training) grant with interdisciplinary training in aging sciences as the thematic focus.  Highlights of the IGERT program and a list of core faculties and their current research projects can be found on our website: http://health.oregonstate.edu/igert/

 

PROGRAM.  This bold, flexible program is designed to address key themes in the field of aging research: 1) understanding mechanisms of aging from molecular to societal levels; and 2) engineering social and built environments to optimize aging.  Students will participate in research training in two out of four research cores established in the Oregon State University Center for Healthy Aging Research:  1) Diet and Genetic Factors; 2) Musculoskeletal Factors; 3) Psychosocial Factors; and 4) Gerontechnology.  Karen Hooker is the Principal Investigator for this Program and Co-investigators include Carolyn Aldwin, Tory Hagen, Ron Metoyer and Michael Pavol. All 43 faculty members who are associated with the Center for Healthy Aging Research are eligible to act as a primary advisor for students.

 

RESEARCH TRAINING.  Students receive primary training in one of the research cores, and also participate in a research apprenticeship in a supplemental core.  Problem-based learning is an integral part of our IGERT program. Each year students identify an authentic problem to solve through interdisciplinary methods, providing real life experience in applied science.  Other features of this program include professional training through Aging Traineeship Forums, participation in Gerontological Society of America’s annual conference, annual summer retreat for collaboration, training in research methodology, and mentoring for academic and industry careers. 

 

APPLICATIONS.  Applicants enroll in a doctoral program Oregon State University.  Current IGERT students’ primary programs are in Design & Human Environment, Human Development & Family Sciences, Public Health, Electrical Engineering & Computer Science, and Biochemistry & Biophysics.  Students from underrepresented groups are strongly encouraged to apply.  Students must be U.S. citizens or permanent residents.  For more information go to:  http://www.hhs.oregonstate.edu/igert/

 

FUNDING.  All IGERT students will receive NSF stipends of $30,000 per year along with tuition support, health insurance, and funds for research and travel. 

 

MORE INFORMATION.  For more information about the IGERT program at OSU, contact Anne Hatley, Program Coordinator at Anne.Hatley@oregonstate.edu

 

 

Karen Hooker, Ph.D.

Jo Anne Leonard Endowed Director, Center for Healthy Aging Research

Professor, School of Social and Behavioral Health Sciences

204 Bates Hall

Oregon State University

Corvallis, OR 97331

541.737.4336/1076 (fax)

hookerk@oregonstate.edu

http:// health.oregonstate.edu/healthy-aging

 

 

 

INFO: Call for Papers - Lifestyle Factor and Cognitive Ageing

Dear colleagues

The Journal of Aging Research has launched a call for papers for a special issue examining lifestyle determinants of cognitive ageing. The call appears below, and on behalf of the editorial team, I invite you to consider submitting your work to this special issue. Topics of interest are not limited to those suggested below, and you are welcome to contact the guest editors to discuss any questions you might have prior to submission.

We look forward to receiving your submission,

Lead Guest Editor
Alan J. Gow, The University of Edinburgh
Guest Editors
Allison A. M. Bielak, Colorado State University
Denis Gerstorf, Humboldt University of Berlin

Call for Papers
Cognitive abilities change with age. There are individual differences in the timing and trajectory of this change, and hence discovering factors that reduce, delay, or halt cognitive ageing is a research priority. Lifestyle factors, particularly those which are malleable across the life course, may be the most informative in the development of any possible cognitive intervention. Factors of interest include aspects of social, leisure, and physical activity; personality; social networks, support and relationships; diet and nutrition; occupational characteristics and exposures; health behaviours.

Efforts to identify lifestyle factors that are associated with cognitive ageing are complicated by a number of issues. A key concern is being able to distinguish between alternative explanations for a factor's association with cognitive ability. Does the factor lead to differential preservation, that is, does it actually predict subsequent cognitive change, or is the association the result of preserved differentiation, where individuals of a given cognitive ability level are more or less likely to have taken up the lifestyle in the first instance? It is important, though not straightforward, to differentiate between these alternatives given the implications for how the results can be interpreted, and thus used. For example, although leisure-time activities have been consistently associated with cognitive abilities, it remains unclear how much of this effect remains once prior cognitive ability can be accounted for.

Other issues to be addressed in terms of identifying lifestyle predictors of cognitive ageing include the length of follow-up required to detect cognitive change and possible effects of lifestyle factors, the over-reliance on single markers of cognitive ability when this is the key outcome of interest, and whether there are different effects of lifestyle factors during distinct periods across the life course. Original research articles employing diverse methodologies and reviews which seek to examine any of these key issues, and others, are welcomed. No single study will be able to address them all, but the aim of the special issue is to stimulate discussion and further raise awareness of these issues. Potential topics include, but are not limited to:
Examining multiple cognitive domains and how lifestyle factors might differentially affect these;
Examining the effects of lifestyle factors from across the life course (young adulthood and midlife) on cognitive changes across this same period or through old age;
Reports of intervention studies using the manipulation of any lifestyle factors;
Comparison of the effect sizes on cognitive ageing from different lifestyle factors;
Consideration of the differential preservation versus preserved differentiation debate and ways to address this empirically.

Full details of the Special Issue and guidelines for manuscript submission can be found by copying the link into your web browser: http://www.hindawi.com/journals/jar/si/cogn/

Manuscript Due: Friday, 16 March 2012
First Round of Reviews: Friday, 8 June 2012
Publication Date: Friday, 3 August 2012

Alan J. Gow
PhD, MBPsS
Senior Research Fellow
Lothian Birth Cohort 1936 Study
Centre for Cognitive Ageing and Cognitive Epidemiology
Psychology
University of Edinburgh
7 George Square
Edinburgh
EH8 9JZ

Alan.Gow@ed.ac.uk
0131 651 1685
http://www.ppls.ed.ac.uk/psychology/people/alan-gow

Find out more about the Lothian Birth Cohort Studies www.lothianbirthcohort.ed.ac.uk

The LBC1936 Study is part of The Disconnected Mind, funded by Age UK. To find out more visit www.disconnectedmind.ed.ac.uk

--
The University of Edinburgh is a charitable body, registered in
Scotland, with registration number SC005336.

JOBS: Department of Psychology, University of Florida

New Position for Behavioral and Cognitive Neuroscience

The Department of PSYCHOLOGY at the UNIVERSITY OF FLORIDA invites applications for a full time (9-mo) Assistant Professor (tenure track) in BEHAVIORAL AND COGNITIVE NEUROSCIENCE. The position starts in August 2012. A Ph.D. and postdoctoral experience are required. We invite applications from individuals working in any area of Behavioral or Cognitive Neuroscience, who can interface with existing focuses within the Psychology Department, McKnight Brain Institute, and other resources across campus. Those focuses include (but are not limited to) studies of the neurobiology of drug addiction, learning and memory, aging, neurodevelopmental disorders, and other research areas that have translational implications. Applicants should provide evidence of outstanding research, with strong potential for extramural funding. Applicants are also expected to demonstrate a commitment to excellence in teaching and mentoring of a diverse student population at the undergraduate and graduate levels. The University of Florida is an Equal Opportunity Institution dedicated to building a broadly diverse and inclusive faculty and staff. Minorities, women, and individuals from other under-represented groups are strongly encouraged to apply. The selection process will be conducted in accordance with the provisions of Florida’s Government in the Sunshine and Public Records Laws. Interested candidates should submit a cover letter, curriculum vitae, statement of research interests/plans, statement of teaching interests/philosophy that includes a description of the commitment to diversity in mentoring, up to four reprints or pre-prints, and three letters of recommendation to psysrch@grove.ufl.edu. Review of applications will begin November 15, 2011, and continue until the position is filled. All candidates for employment are subject to a pre-employment screening which includes a review of criminal records, reference checks, and verification of education.

Jobs: California State University Long Beach, Department of Psychology

The Department of Psychology at California State University, Long Beach has available a tenure track position at the assistant professor level in Development Psychology with emphasis in any area of the life span.  Please see details at http://www.csulb.edu/divisions/aa/personnel/jobs/posting/915/index.html.

Students: PhD Program in Life-Span Psychology @ WVU

Dear Colleague:

 

Please forward this message to students seeking admission to a doctoral training program in psychology.

 

The Ph.D. Program in Life-Span Developmental Psychology at West Virginia University anticipates admitting four students to begin graduate work in Fall 2012. Highlights of the life-span developmental program and a list of faculty and their current research projects appear below.  Additional information can be found on our website: http://psychology.wvu.edu/

 

APPLICATIONS. Applications are due December 15. Application instructions  are posted at http://psychology.wvu.edu/future_students/graduate_programs.

 

PROGRAM. WVU's Psychology Department received the "Innovation in Graduate Education Award" from the American Psychological Association http://www.apa.org/monitor/apr06/integration.html. The award recognizes the junior-colleague model used to train graduate students in research, teaching, and service. We view graduate training as modeling and instruction in a variety of professional skills and roles, only some of which are acquired in the classroom. As junior colleagues, students and faculty collaborate in research, rather than students serving as research assistants assigned to individual faculty members. Students develop individualized plans of study. Contact among faculty and students outside the classroom is frequent and casual. WVU has an illustrious history in life-span development as one of the first programs in this field. Our program continues to provide in-depth training to the next generation of life-span developmental psychologists. Graduates are highly successful in obtaining employment and find positions in academia, government, research institutions, foundations, and applied settings.

 

RESEARCH TRAINING. Initially, faculty members provide a high degree of structure and guidance that is tailored to the students' entry-level research design and data analysis skills. By the end of training, students have developed a research specialty and can successfully design and execute all stages of a research project (e.g., data collection, analysis, dissemination of findings). Students attend professional conferences and present their research to regional, national, and international audiences. Students also regularly publish their work in scholarly journals and books. The department and the college provide funds to support student research and travel to conferences.

 

TEACHING TRAINING. Graduate students become proficient in a variety of teaching technologies and methods. All students receive structured, supervised, hands-on teaching experience. For those students whose career plans emphasize college teaching, a college teaching specialization and/or a university teaching certificate is available.

 

FUNDING. All students can expect to receive 4 years of financial support via research or teaching assistantships (3 years if entering with a Master's degree), plus a tuition waiver and basic health insurance.

 

THE LIFE SCIENCES BUILDING. The $57 million award-winning Life Sciences Building houses state-of-the-art research and teaching facilities. Each graduate student has an office and a computer with internet access and the latest software (e.g., SPSS, Word). Graduate students conduct research in faculty members' laboratories, and in off-campus locations (e.g., schools, senior centers).

 

A COMMITMENT TO STUDYING THE LIFE SPAN. West Virginia University is recognized as the birthplace of life-span psychology. Graduate students specialize in life-span processes (e.g., cognitive or social development) and/or in an age period (infancy, childhood, adolescence, adulthood, aging).

 

WVU & MORGANTOWN. WVU has an enrollment of over 28,000 students and is a Carnegie Research Extensive University. WVU has highly successful Big East sports teams, intramural sports, plays, concerts, lectures, symphony, a new $34 million Student Recreation Center, and other leisure activities. In 2010, Morgantown was ranked in the top 10 on Forbes' Best Places for Business and Careers. For more information about Morgantown see:  http://www.morgantown.com.

 

MORE INFORMATION. For more information about the Ph.D. program in life-span developmental psychology at WVU, contact JoNell Strough, Coordinator of the Life-Span doctoral program at: JoNell.Strough@mail.wvu.edu.

 

FACULTY RESEARCH INTERESTS AND CONTACT INFORMATION

 

Amy Gentzler, Ph.D. (Email: Amy.Gentzler@mail.wvu.edu)

http://www.amygentzler.com/index.asp

Dr. Gentzler's research is focused on emotions and adjustment. Of particular interest are basic processes underlying emotions and factors (e.g., parent-child attachment and child temperament) that impact the development of children's emotion regulation and coping strategies. Dr. Gentzler also has been investigating physiological underpinnings of emotion regulation in children at high risk for mood disorders, and will be starting studies to investigate emotion regulation's effects on cognitive processes in children and adults. Additionally, Dr. Gentzler's lab is examining adjustment and relationship functioning in young adults.

 

Katherine Karraker, Ph.D.            (Email: Katherine.Karraker@mail.wvu.edu)

http://psychology.wvu.edu/faculty_staff/directory/katharine_karraker

 

Dr. Karraker's primary research interest is infant social relations. She and her students study such topics as the effects of infant characteristics (like physical attractiveness, gender, prematurity, and temperament) on adults, parent-infant relationships, infant assessment, parenting self-efficacy, stress and coping in infancy, and infant and mother sleep. Current research projects address the development of shy temperament in infancy and early childhood, mothers' expectations for their infants' performance on the Bayley Scales of Infant Development, and gender role socialization in infancy and early childhood.

 

Aaron Metzger, Ph.D. (Email: Aaron.Metzger@mail.wvu.edu)      

http://aaron_metzger.psychology.wvu.edu/metzger_lab

 

Dr. Metzger's areas of research interests include adolescent social-cognitive development in familial and community contexts. Specifically, Dr. Metzger's research explores social-cognitive aspects of civic development, including adolescents' civic and political reasoning, conceptualizations of citizenship, and beliefs about civic behavior, community membership, and political institutions. In addition, Dr. Metzger examines the developmental impact of adolescents' civic engagement, such as community service or political activity, as well as the developmental benefits of organized activity involvement. In his research on family processes, Dr. Metzger investigates adolescent-parent communication about age-normed problem behavior such as cigarette or alcohol use.  This research examines both parental messages to their adolescents and parental knowledge of their adolescents' behavior including adolescents' strategies for managing information shared with parents.

 

Julie Hicks Patrick, Ph.D. (Email: Julie.Patrick@mail.wvu.edu)

http://psychology.wvu.edu/faculty_staff/directory/julie_patrick

 

Dr. Patrick's research focuses broadly on healthy aging among middle-aged and older adults. As such, research in her lab examines cognitive, psychological and physical well-being. Research projects include examinations of grandparents raising grandchildren, cognitive interventions at mid-life, and health behaviors, including eating disorders. Her work has been published in Psychology and Aging, Journal of Gerontology, and Quality of Life Research. As P.I., Dr. Patrick has held grants from the National Institute on Aging, National Cancer Institute, and the American Psychological Association.

 

JoNell Strough, Ph.D. (Email: JoNell.Strough@mail.wvu.edu)

http://jonell_strough.psychology.wvu.edu/

 

Dr. Strough conducts research with adolescents, younger (emerging) adults, and middle-aged and older adults. Her topical interests include: (a) problem solving and decision making and (b) gender development. Current projects build on her prior research (Strough, Mehta, McFall & Schuller, 2008, Psychological Science) to understand why older adults (60+ years) make decisions that are more logical than those made by young adult college students. Other projects, funded by the National Institute on Aging (PEPS, the Pairs Everyday Problem Solving Study), examine interpersonal processes that contribute to effective collaborations among friends, with the aim of understanding why older adults are better than younger adults at working with friends to solve everyday problems (see Strough, McFall, Flinn, & Schuller, 2008, Psychology and Aging). In her research on gender development, Dr. Strough and her students are investigating: (a) causes and consequences of sex segregation across the life span (see Mehta & Strough, 2009, Developmental Review), and (b) how gender-typed behaviors vary according to the social context and (c) factors influencing career decisions, with a particular emphasis on STEM careers.

JoNell Strough, Ph.D.
Professor & Coordinator
Life-Span Developmental Program
Department of Psychology
53 Campus Drive
West Virginia University
Morgantown, WV 26506-6040
http://psychology.wvu.edu/
phone: (304) 293-2001 x31648
fax: (304) 293-6606
email: JoNell.Strough@mail.wvu.edu
Office:  2212 Life Sciences Building

JOBS: Postdoctoral Fellowship at the University of Utah

Please post on the listserve. 

 

Postdoctoral Fellowship in Self-Regulation in Emerging Adults with Type 1 Diabetes

Postdoctoral fellow is needed for a 5-year NIH (NIDDK) funded study examining how cognitive abilities may limit late adolescents’ ability to regulate diabetes problems and adhere to the diabetes regimen across emerging adulthood and how parental involvement may compensate for low abilities.  Fellows will receive mentoring from a collaborative and interdisciplinary team of investigators in the Department of Psychology at the University of Utah with expertise in pediatrics, developmental, clinical, and quantitative psychology.  Candidates with experience in any of these fields are encouraged to apply.  A background in multilevel modeling and longitudinal analyses is highly desirable as extensive existing data are available for independent projects.  The fellowship is a one-year renewable post-doctoral fellowship. Applications will be accepted until position is filled; position could start January 1, 2012, with flexibility in the start date.  To apply please send the following:  curriculum vitae, letter describing current research interests and sample research publications to Cindy Berg, Ph.D. at cynthia.berg@psych.utah.edu. 

 

 

 

Cynthia A. Berg

Professor

380 S. 1530 E.

Department of Psychology

University of Utah

Salt Lake City, UT 84112

801-581-5380; 801-581-8239; 801-581-5841 (FAX)

http://www.psych.utah.edu/people/person.php?id=50

 

JOBS: Post-doctoral research fellow, Isaacowitz Lab

The Lifespan Emotional Development Lab (LEDlab) at Northeastern
University, under the supervision of Derek Isaacowitz, is looking to
hire a post-doctoral research fellow to conduct research on
emotion-attention links and aging. The position would be for one year,
with the possibility of renewal for a second year, and could start as
early as January 2012. The position involves planning and conducting
studies investigating the attentional mechanisms underlying age
differences in emotion regulation and emotion recognition, using
stationary and mobile eye tracking as well as psychophysiological
measurement. There is also the opportunity to conduct analyses of
already-collected data, as well as to mentor graduate and undergraduate
students in the lab.

Applicants should have a Ph.D. in Psychology, or equivalent degree from
a foreign institution, by the time of starting the position. Strong
background in experimental methods and statistics is essential. Previous
experience with any of the following is desirable but not required: eye
tracking, psychophysiology research, multi-level modeling, Matlab
programming.

If you are interested in this position, please submit your application
through Northeastern's online job portal:
https://psoft.neu.edu/psc/neuhrprdpub/EMPLOYEE/HRMS/c/NEU_HR.NEU_JOBS.GBL
(Requisition Number 114286; Position Number 04013761)
There you can submit a cover letter describing your background, research
interests and long-term goals, as well as a CV and reprints of any
published or in-press papers. Additionally, please arrange to have 3
letters of reference sent to me directly, dmi@brandeis.edu or dmi@neu.edu.

Please email me directly with any questions: dmi@brandeis.edu or
dmi@neu.edu.

Further information about the lab can be found at:
http://www.brandeis.edu/projects/emotion/
The lab will be moving from Brandeis to Northeastern in January 2012.

Review of applications will begin immediately and will continue until
the position is filled. Northeastern encourages applications from
minorities and women.

--
Derek M. Isaacowitz, Ph.D.
Associate Professor
Department of Psychology and
Volen National Center for Complex Systems
Brandeis University
MS 062
Waltham, MA 02454-9110
Phone: (781) 736-3308
Fax: (781) 736-3291
http://www.brandeis.edu/projects/emotion/

Call for Proposals: APA 2012

 

Greetings from your 2012 program co-chairs, Ben Mast and myself, Monisha Pasupathi.  Division 20’s 2012 APA convention theme is “Bridging Aging Communities.” Please plan to join us in Orlando, Florida. Your contributions and creativity could help us make this one of the best Division 20 programs ever! Submissions are due December 1, 2011, via the APA website (http://www.apa.org/convention/proposals.aspx). Historically, the division focuses its programming on symposia and posters and paper submissions are not considered.  We are very excited to see what Division members have been involved with in the past year! Questions and ideas may be directed to monisha.pasupathi@psych.utah.edu or b.mast@louisville.edu.

 

Best wishes and see you in Orlando!

Monisha

 

Monisha Pasupathi, PhD

Associate Professor and Area Coordinator

Developmental Psychology

University of Utah

pasupath@psych.utah.edu

 

 

 

JOBS: Developmental Psychology Position at Western Washington University

Assistant Professor of Psychology
About the Position: The Department of Psychology at Western Washington University invites applicants for a tenure-track Assistant Professor position in developmental psychology. Applicants should have expertise in culture and development, with culture broadly defined, and including diverse contexts of development and cultural variation in developmental processes. The position will begin September 2012. Salary is competitive and dependent upon qualifications. The position is contingent upon funding.
About the Department: The department has 28 permanent full-time faculty. Programs include a B.A. in Psychology and in Behavioral Neuroscience, and three graduate programs: M.S. programs in both Experimental Psychology and Mental Health Counseling and M.Ed. in School Counseling (http://www.wwu.edu/psychology/). The department houses five areas of research and teaching expertise – Developmental, Social, Abnormal, Cognitive, and Neuroscience – as well as the internationally recognized Center for Cross-Cultural Research.
Position Responsibilities: The successful candidate will be expected to teach courses in developmental psychology, research methods and statistics, and other courses in the candidate's area of expertise. The candidate should also be prepared to teach developmental psychology courses in a Master's level graduate program in Experimental Psychology. Responsibilities also include establishing and maintaining an active research program that involves undergraduate and graduate students, as well as service activities as appropriate.
Required Qualifications:
- Ph.D. completed by September 2012 in psychology, or closely related discipline, with expertise in culture and development
- Evidence of an active research program, and demonstrated ability to involve students in research
- Publication record commensurate with experience
- Must demonstrate the ability to teach at both the undergraduate and master's degree level and have a commitment to excellence in teaching
Preferred Qualifications:
- Commitment to working with diverse students and faculty
- A strong quantitative background
Application Instructions and Requested Documents: Please log in to www.wwu.edu/jobs and submit your application via WWU's Electronic Application System for Employment (EASE). Application materials may be uploaded per the EASE instructions.
The application should include a letter of application, a detailed vita, statements of teaching philosophy and research interests addressing the position qualifications, and copies of representative publications. The applicant should also arrange for graduate transcripts to be mailed by the institution(s), and for three letters of recommendation to be sent. All correspondence should be sent to:
Dr. Kate McLean and Dr. Rebecca Goodvin
Developmental Psychology Search Committee
Department of Psychology
Western Washington University
516 High Street
Bellingham, WA 98225-9172

Review of files will begin on November 21, 2011 and will continue until the position is filled. For more information about Western Washington University, see the Psychology Department's web page: http://www.wwu.edu/psychology/.
WWU is an equal opportunity/affirmative action employer, committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, persons with disabilities and veterans are encouraged to apply. All new employees must comply with the immunization policy and show employment eligibility verification as required by the U.S. Citizen and Immigration Service before beginning work at WWU. A thorough background check will be conducted on all new hires. For disability accommodation, call (360) 650-3774.

INFO: [Call for Nominations] Clinical Treatment Guideline Development Panel

Dear Colleague:

 

As you may be aware, APA is undertaking a process to develop clinical treatment guidelines.  a Call For Nominations of individuals to serve on the panel that will develop a guideline for the treatment of depression is attached below..  Those interested in being considered to serve on this panel are asked to submit a brief statement indicating their willingness to serve and a CV.  Materials are due by November 15, 2011, and should be submitted to ctg@apa.org with “depression panel” in the subject line.

 

You are encouraged to circulate This Call For Nominations to your contacts and professional networks.

 

For additional background on this APA initiative, see:

APA moves forward on developing clinical treatment guidelines

Depression and obesity will be first topics of APA clinical treatment guidelines

 

Respectfully,

 

Lynn F. Bufka, PhD

American Psychological Association

 

 

Mary G. Hardiman, Director of Board Operations Governance Operations Practice Directorate American Psychological Association 750 First Street NE, Washington, DC 20002-4242 Tel: (202) 336-5881 |  Fax: (202) 336-5797 email: mhardiman@apa.org | www.apa.org
P Please consider the environment before printing this email.

 

 

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American Psychological Association

 

Call for Nominations

Clinical Treatment Guideline Development Panel

Depressive Disorders Across the Lifespan

 

The American Psychological Association’s Advisory Steering Committee for the Development of Clinical Treatment Guidelines is seeking nominations of individuals to serve on a panel to develop a clinical treatment guideline for depressive disorders across the lifespan. Individuals are encouraged to self-nominate and nominations from other individuals and groups are also invited. Nominees who will enhance the diversity of the development panels are particularly encouraged to apply.

 

The development panel will be composed of at least seven members.  Members ideally serve on only one active APA guideline development panel at a time although they may serve on more than one over the course of time. The development panels will be led by a chair. The selection of the chair will be made by the Advisory Steering Committee. The development panel may include members from disciplines other than psychology.  It is expected that the panel will take approximately two years to complete its work.

 

The development panels will consist of at least:

 

1.      Three content experts in the area of depressive disorders

2.      One full-time generalist practitioner

3.      One patient/ consumer advocate

4.      One biostatistician or methodologist

 

Among the content experts, a breadth of perspectives will be represented and include both experts who are primarily researchers and those who are primarily practitioners.  Task force members should have knowledge of treatment issues related to age (including children and older adults) and other dimensions of diversity (such as race/ethnicity, socioeconomic status, culture, gender, sexuality, physical and mental abilities).  It is anticipated that task force members will collectively have experience working with a broad range of populations and in a broad range of settings.  Membership in APA is not a requirement to serve on the panel.

 

Background or expertise in one or more of the following areas may be useful to the panel:

 

• Clinical treatment guidelines development
• Comparative effectiveness research
• Systematic reviews
• Experience with clinical trials
• Contemporary methods for evaluation of psychological and behavioral interventions
• Dissemination/implementation research
• Relevant expertise in research design and statistical analysis
• Experience applying clinical treatment guidelines in practice settings
• Experience applying evidence-based practices in clinical settings
• Direct provision of psychological care in diverse practice settings or with diverse populations
• Patient/ consumer perspective
• Federal agency policies and programs related to guidelines
• Health care systems finance or administration
• Public health research and applications
• Public and community health delivery systems

 

The development panel will write the guideline for the treatment of depressive disorders based on systematic reviews of the research literature.  The panel will not conduct the systematic reviews itself but will develop the questions that guide the systematic reviews in collaboration with the Advisory Steering Committee and potentially other consultants. The guideline will include treatment recommendations and indications of the strength of the evidence for each recommendation in accordance with procedures developed by the Advisory Steering Committee and consistent with emerging best practices in treatment guidelines development.  Progress reports will be made to the Advisory Steering Committee and the APA Board of Directors and governance groups on a regular basis. 

 

The Advisory Steering Committee will review candidate materials and provide a final list of qualified candidates for the development panel to the Board of Directors for appointment. 

 

Letters of nomination should clearly describe the candidate's specific expertise and qualifications related to the criteria above.  Nomination materials should include a letter from the nominee indicating willingness to serve for at least two years, a brief statement of the nominee's qualifications, and a current curriculum vitae.  Development panel members are expected to travel to Washington, DC, for at least two face-to-face meetings yearly and commit additional time and effort to the panel in between these meetings. Current members of the APA governance groups BPA, BSA and CAPP are not eligible to serve. 

 

Nominations and supporting materials should be sent via email to the APA Clinical Treatment Guidelines mailbox (ctg@apa.org) by November 15, 2011.

 

Note:  Candidates not selected for this development panel may be nominated for future panels.

 

Additional background:

APA moves forward on developing clinical treatment guidelines

Depression and obesity will be first topics of APA clinical treatment guidelines

 

 

 

INFO: 2011 CECP Call for Nominations

 

See below!  This is a wonderful opportunity for Early Career Psychologists.

 

Carolyn

 

Carolyn M. Aldwin, Ph.D.

APA Division 20 President

Professor & Director, Gerontology Program
Dept. of Human Development & Family Sciences
Oregon State University
Corvallis, OR  97330
541 737-2024; 541 737-1076 (fax)

“Everything is connected with everything else; but not all things are connected by the short and straight roads we expected.” -- C. S. Lewis

 

 

 

 

 

2011 Call for Nominations

COMMITTEE ON EARLY CAREER PSYCHOLOGISTS

The Committee on Early Career Psychologists (CECP) is seeking nominations for a representative to serve a three-year term (2012-2014):

CECP Governance and Membership Representative:

• Serve as CECP liaison to the Membership Board and help advise the board on successful recruitment, retention, and engagement efforts aimed at early career professionals
• Serve as the point of contact for the membership representatives on all boards and committees within the APA governance structure.
• Work closely with the CECP staff liaison to develop activities focused on early career membership and strategies for increasing recruitment, retention, and involvement of early career members, and  provide feedback on early career initiatives and activities
• Work with CECP staff liaison to provide suggestions for social media initiatives and other electronic initiatives focused on the needs of early career members
• Promote and support activities, projects, and programs that foster early career membership and engagement in APA
• Responsible for submitting information for the monthly news box in the Monitor re CECP activities and highlighting best practices in early career member involvement
• Responsible for monitoring early career outreach communications via listservs, social media, and other electronic outlets and actively stimulating topics of discussions and conversations. 
• Write a report of activities for the consolidated meeting for distribution to the committee and inclusion in CECP’s annual report
• Membership and or governance experience at the division or SPTA level is a plus.

 

 

 

Candidates must be an APA member within seven years’ receipt of their doctorate degree on January 1, 2012.

In addition, you must be able to attend mandatory committee meetings; one in the spring, and two in the fall.  Some committee members may be asked to attend additional meetings depending on their position.  Meeting expenses are reimbursed by APA. 

Although not reimbursed, committee members are highly encouraged to attend APA’s annual convention and participate in developing early career programming for the convention.  The committee works extensively through listserv and email. Applicants should expect to spend a minimum of 5 hours per week engaged in committee activities.

 

All candidates should include:

1. Statement of Interest from the nominee 

2. Current Curriculum Vitae

3. One Letter of Recommendation

 

Nomination materials must be received by October 31, 2011.  Applicants will be notified in December 2011.

Send nominations via email, mail, or fax to:        Kraig Ronald Scott

American Psychological Association
750 First Street, NE
Washington, DC 20002

Fax: (202) 216-7628
Email: kscott@apa.org

CECP seeks to represent the interests and concerns of early career psychologists throughout APA.  For more information about the committee and other early career resources, please visit the APA early career website at www.apa.org/earlycareer. If you have any questions, please contact the current Chair, Oksana Yakushko, PhD at oyakushko@gmail.com.

 

 

 

 

 

 

 

 

 

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