• February 7 – Last day to drop a course with no grade posted
• February 7 – Last day to add a course
• Keep an eye out for events hosted by Psi Chi and the Psychology Club
• Looking for an internship or a job (on- or off-campus)? Make an appointment with the Career Center!
• Don’t forget to check out TU’s Clubs and Organizations

PSYC Insight is a Newsletter for Students, by Students.

The overall goal of this newsletter is to create a sense of community among those in the psychology major through our shared academic passion. While we plan on continuing our efforts in providing you with up-to-date information and features this semester, we also want to hear more from our readers!

For our spring issues, we wish to further connect fellow PSYC students by giving space for students to submit their own writing to the newsletter. To encourage participation, we will include a prompt in our newsletters for students to respond to. The messages received for it will then be shared in the following newsletter for all in the department to enjoy.

We’d like to show appreciation to faculty with this month’s prompt: “Professor Shoutouts”. If you have a professor in the PSYC department that has positively impacted you, left you with a good memory, or you simply believe deserves a spotlight, we welcome you to share your thoughts about them with us in our mailbox.

Beyond the introduction of our mailbox section, we are also interested in including guest pieces for future newsletters. If you are a PSYC major with an aspiration for writing, our email will be fielding ideas for articles that can be released alongside our regular features. We are very much keen on showcasing outside articles which discuss internships and research labs, extracurriculars relevant to PSYC, opportunities in the Towson area, and personal narratives about your journey in the field.

If you’d like to submit a response to next month’s prompt, inquire about guest writing an article, or simply want to give feedback about the newsletter, all messages will be accepted and regularly reviewed via

tupsycinsight@gmail.com

 

“If you need reassurance or support, or even if you just want to feel more grounded, embrace the fact that you have access to good people who care about you.”

As the holiday season approaches, a sense of home and togetherness can arise. The colder it gets,  the more we want to stay inside with our loved ones. Being college students, it’s easy to forget those around us who support us in our educational journey. Family dynamics can be challenging to maintain sometimes, especially with the pressure of excelling in school. We must remember that it’s common to go through rough patches at home. No one has the perfect family, which makes accepting them for who they are even more special. Take a look around and appreciate not only your relatives but your professors, administrators, counselors, classmates, coworkers, and close friends. They all make up your community created specifically for you. They help us through the tough times when we need a shoulder to cry on or a listening ear. If you need reassurance or support, or even if you just want to feel more grounded, embrace the fact that you have access to good people who care about you. Think about ways you could appreciate your family and friends. 

• Talk with them about things that may bother you
• Reminisce on old photos or memories
• Have a nice family meal 
• Take a trip to a nostalgic destination

We have spoken about mindfulness and gratitude. Apply what you took from them and see what it would look like in your family dynamic. How can you stay mindful when considering your family? Or how can you show gratitude to your loved ones? 

 

 

Jade Brooks: Flashcards help me so much, especially when I need to memorize specific terms and definitions!

 

Conner Edwards: My best advice for studying is to try and find practice questions either online, or ask the Professor. Actually, completing practice problems not only helps me to prepare for the exam, but to better understand the information.

 

Eddie Helm: When I’m studying, I usually put on relaxing music in the background, or listen to a podcast that I’ve previously heard. For some reason the extra background stimulation helps me to focus. This tactic may not be for everyone!

 

Professor Hendricks: Prevent cramming as much as possible. You should instead be doing multiple, short study sessions. As soon as your mind starts to wander, take a break. 20-30 minute sessions when your mind is most active are better than longer sessions that may tire you out.

 

Dr. Wheeler: Get organized in terms of the material you need to study. Prioritize what you don’t know as opposed to the concepts you’re confident on. Also make sure to get plenty of sleep before the exam!

 

Dr. McGinley: Hide your technology, or at least disable your internet and put your phone on Do Not Disturb. Research shows that the constant interruptions not only make us study for much longer, they also prevent our brain from processing at deeper levels. 

 

As a psychology major, you may be well versed in the theories and concepts surrounding the discipline, but have yet to apply your knowledge in a real world setting. If you are looking to get a glimpse of what it’s like to pursue a career path in the field of psychology, PSYC 435 (Internship in Psychology) is an opportunity to do so while receiving class credit. With spots for Summer and Fall 2023 currently available, I spoke with Dr. Evangeline Wheeler to gain insight on what the program entails. 

 

Having run Internship in Psychology for nearly a decade, Dr. Wheeler touts the program as a way to experience psychology outside of the classroom. Rather than traditional lectures or class meetings, time in PSYC 435 is spent “in the field” in Baltimore and the surrounding counties, working alongside people who do psychology for a living. 

 

Internships in Psychology are recommended for those looking to gain relevant experience prior to graduate school or potential employment. Along with building up your résumé, Dr. Wheeler mentioned how it can benefit those looking to explore what they can do as a psychology major. “Often students might not be sure of what it is they want to do professionally,” she stated. “Getting an internship gives you an idea of what people are actually doing.”

 

With a wide range of occupations you can intern for, PSYC 435 allows you to figure out what works best for you in the field. Should you be accepted into the program, Dr. Wheeler will work with you to figure out an internship that best fits your interests. From clinical psychology to animal learning, there is an internship that covers every branch of the discipline one may want to pursue: “You might work with kids, people with substance use disorder, observe grief counseling, or be a part of art therapy.”

 

Other internship examples included observing group therapy or individual client sessions, contributing to human resources projects, or training animals at aquariums and zoos. With a variety of options to choose from, Dr. Wheeler stressed how helpful it could be to observe these jobs firsthand if you believe they might be for you. “There are so many different things you can do. With a selection of around 60 different internships that are approved, I believe there is something for everyone!”

 

If  Internships in Psychology appeals to you, the best way to begin your application process is by setting up an interview with Dr. Wheeler. In order to participate in the program, it is required that you complete a minimum of 23 Psychology credits, along with maintaining a 3.0 in the major. Given the high demand for internship opportunities, it is recommended that you apply the semester before your desired internship date in order to secure a seat. Summer internships are currently available, but you should apply as soon as possible if you’re interested in Fall 2023. 

Student Spotlight: Sanaya

What made you pick psychology as your major?

My four-year study of psychology gave me a thorough understanding of how the mind works; helping me to see how the population I will collaborate with processes, communicates, and functions. I thought the psychology major would be the most impactful. I love anything that will enhance my mind and way of thinking. My minor is in Applied Adult Disability Studies (AADS) so I can dive deeper into my future clients and go beyond the surface level of what one might consider “difficult.” “Difficult” simply isn’t in my vocabulary. I find each waking second as a learning opportunity, creating new perspectives, and helping with my adaptability. I have a second minor in Deaf Studies to communicate with the masses, while helping people understand that this is more than a career. I love languages and wanted to broaden my perspectives. I envelope my mind in this, and I truly want to make a difference for the future by breaking down biases, stereotypes, and those hurt in this community.

Do you have a preferred area of focus? 

I have devoted my four years to becoming a Pediatric Occupational Therapist. Although I wanted to focus my studies with children, the only disability studies minor that Towson offered was with adults, so I am hoping to leverage this knowledge in my future work with children. I will begin Towson’s Doctorate program for Occupational Therapy after the spring semester of 2023.

 

What are some successful study strategies that work for you?

I stand by flashcards to get me through my 4 years here. They help with recall and with every

written card, new information enters. I will also say that for subjects that are challenging to put

on a flashcard, it’ll be wise to watch videos that have animations. I also highly recommend using a calendar! It helps me organize my thoughts and visualize what I have to do (it’s also very satisfying to check off boxes). My last piece of advice is waking up early. I wake up at 5:30am each morning (except for weekends). This allows you to start the day and not allow the day to start you. I try to complete all my work by 9:00pm and then give myself an hour to an hour and a half to decompress, so I fall asleep by 10:00pm or 10:30pm at the latest to get 8 hours of sleep each night. I begin my days by doing the assignments that I find to be difficult/time consuming because it gives me a sense of accomplishment. If you leave the stuff that drains you to the end, it won’t be done to the best of your ability. While this can be challenging for me at times knowing that what I’m doing is going to get finished so I can relax is what motivates me to push through. I also try to find purpose in what I’m doing because it is beneficial. I’ve always believed myself to be a motivated individual and it is because my parents instilled great traits.

What are some of your favorite classes that you’ve taken so far at Towson?

I have 2 memorable professors in my Towson University career. The first professor that has

impacted me greatly is Professor Meredith Ritchie in the AADS department. Her bubbly and compassionate spirit allowed me to solidify my career path for the future, bringing new and fresh perspectives into disability. Professor Ritchie emphasized that disability has an abundance of layers that needs to be explored. Any AADS class that she teaches is impactful and will change your perspective in a positive manner. The second professor that has made me into an even more versatile individual is Professor Michelle Chester. Her creative writing class has allowed my uniqueness to flourish and allows me to see my profession in a more psychological and creative way. Professor Chester provided me with an insight on how to balance my studies while also having fun and enjoying my courses. She never shies away from my ideological approach to writing; I am forever grateful for her.

 

Do you know what you want to pursue after undergrad?

I’ve wanted to be a doctor since I was young. During my 8th-grade year of middle school, my mother gave me a book of the various career paths of being a doctor. I found information about Pediatric Occupational Therapy (POT) which was a perfect mix of Special Education and doctor roles. I have always loved being around kids and working with them. My mom got me involved with the Special Olympics, and I began volunteering for them. I learned more about working with those with disabilities which piqued my interest in POT. 

Being a Pediatric Occupational Therapist is something that I don’t take lightly. My passion for working with children with disabilities is something that I truly want to do for the rest of my life. I recognize that there will be trials and tribulations. However, I am equipped to persevere not only for myself but for the betterment of the lives that will be in my hands for the future. My mind aches studying to make sure I can provide the best service possible to my future clients.

 

Do you have any advice for students in the major?

Trust that what you’re doing in this major is impactful. There are going to be people that doubt this major with every waking bone in their body, but you have to stand strong in what you’re doing and understand that you’re going to change the minds you encounter in a positive way.

 

What Makes Your Professor Teach the Way They Do?

“Just like students want to get out of their dorm rooms and build relationships with fellow peers, they should also get out of the classroom and form relationships with their professors.”

In addition to vibrant clubs and engaging courses, TU’s Psychology department has several faculty-led research labs. For this piece, we sat down with Dr. Jonathan Mattanah, head of the Mattanah Attachment and Human Development (MAHD) Lab, to discuss his lab’s recently completed study, Faculty-Student Engagement Deepens Student Learning in the Classroom: The Role of Professors’ Attachment Security.

Plenty of research has been conducted on teaching; however, the literature has not yet explored the role of a professor’s attachment security in their approach to teaching. More specifically, what is it about professors that make them prone to use one style of teaching over the other? To answer this question, Dr. Mattanah examined two different teaching styles, a more faculty-focused information transmission style and a more student-focused conceptual change style. Unique to this study, Dr. Mattanah examined whether attachment style influenced these differing teaching approaches and students’ level of engagement in the classroom.

For the purposes of their study, Dr. Mattanah’s lab focused on three forms of attachment:

• Secure → individuals who are more open with their emotions and welcome close relationships
• Anxious-Ambivalent → individuals who cling onto relationships, yet have difficulty trusting that others think positively about them
• Anxious-Avoidant → individuals that prefer to keep to themselves and often reject close relationships

The hypothesis is clear: “faculty members’ attachment patterns will influence their ability to form an engaging, personal relationship with their students in the classroom, which, in turn, will facilitate the students’ engagement with the material and deepened learning of class concepts”. After two years of collecting data, surveying 140 faculty and close to 1,000 student participants from Towson University and Trinity College, Dr. Mattanah and his lab found support for their hypothesis.

Study results show that securely attached professors reported more positive emotions of teaching, and preferred a more engaging, student-focused classroom experience. As Dr. Mattanah points out, these professors are confident in “not being the expert in the room and encourage discourse.” The results for anxious-ambivalent attached professors were rather interesting; it appears as though their feelings about teaching mediate their instructional approach. Dr. Mattanah explains that anxious-ambivalent attached individuals want to form relationships but fear abandonment. Therefore, if anxious-ambivalent attached professors reported positive emotions in teaching, they were more likely to pursue a student-focused teaching style. However, if professors reported negative emotions towards teaching, they opted for a more professor-focused teaching style. Anxious-avoidant professors tended to prefer a more professor-focused teaching style.

Dr. Mattanah was very excited about these findings, as little research has been done on the interaction of attachment style and teaching styles in higher education. He confirmed that his lab will be expanding on their research in the near future!

Before ending our interview, Dr. Mattanah stressed the importance of students joining an extracurricular academic-based activity; “Just like students want to get out of their dorm rooms and build relationships with fellow peers, they should also get out of the classroom and form relationships with their professors.”

Want to get involved in the MAHD Lab?

Reach out to Dr. Mattanah at jmattanah@towson.edu, or visit his faculty page on the TU website. 

 

Advising Corner

 

• First, please make time to enjoy your break!
• If you’re trying to register for closed sections of courses, look to see if any seats open right after final grades are released.
• Reach out to the Career Center! They can help you identify your career path, search for internships, prepare professional resumes, prepare for interviews, and so much more.
• Looking for on-campus or local jobs? Take a look at Handshake and Quad jobs.
• Don’t forget about other opportunities on campus: become a writing assistant at the Writing Center, tutor at the Tutoring and Learning Center, find employment through Student Computing Services, etc..
• Don’t forget to look at TU Student Organizations and Clubs to make friends, learn skills, and network.

 

• Spring registration has arrived! Find your registration date on your Student Center
• If you haven’t gotten your holds removed, then you won’t be able to register
• If you are on the old Psychology major curriculum, then you cannot take PSYC225, PSYC261, or PSYC285. Do not enroll in those classes.
• If you are on the new Psychology major curriculum. then you cannot take PSYC325, PSYC361, or PSYC465. Do not enroll in those classes
• Don’t forget to look into extracurricular opportunities (internships, student organizations, proctoring, research, etc.)
• If you have any questions, email psycadvising@towson.edu to set up on appointment

 

The Benefits of The Writing Center

A Psychology major can be very writing intensive, with papers ranging from literature review and research assignments, to observations and diagnostics. The process of putting together a well written paper can often feel daunting no matter the topic of choice; however, you don’t have to go through it alone. If you are currently working on a paper or preparing for one in the future, Towson has a space which provides a variety of resources to assist you in crafting a quality essay. Located at the Liberal Arts building in Room 5330, along with a satellite location in Cook Library, The Writing Center is open Monday through Friday! While many may know of the Writing Center, they might not be fully aware of the services they provide. Described as a writing support program, the Center’s staff welcomes everyone to take advantage of what it can offer. Mairin Barney, Assistant Director of Faculty Outreach, provided a full picture of what to expect when visiting the facility.

 

“The Towson community can come here for assistance on any writing project at any stage in the process,” she stated. “We have a lot of students coming in with works in progress on which they’re looking for feedback, clarification or another set of eyes.”

 

Ms. Barney emphasized that you do not need a finished, written paper to make use of the service. You might come in at the end of the drafting stage with a complete paper, but you might also only have an assignment prompt. If you’re having trouble with the beginning stages of your paper, you can speak with a consultant about the expectations for the assignment, topic selection, research questions, and other brainstorming that will help to get you on the right track.

 

Should you sign up for a Writing Center consultation, you will be given a comprehensive analysis of your work in progress. Ms. Barney clarified that elements of a paper that need attention will be given feedback, but strengths will also be highlighted. “We want to improve students’ confidence as writers and help them understand what it is they’re doing well so they can build on those strengths.” Because of this, she implores all students to use the Writing Center whether you feel you’re having difficulties or not. “Everyone needs feedback on their work. We can have a clear sense in our mind of what we’ve doing, but there might be confusion when read by someone else.”

 

Ms. Barney stressed the importance of having a trusted reader to strengthen your work and believes the Writing Center is the perfect environment to obtain that. When you make an appointment for a writing consultation, you can select a consultant that is well-suited to assist with your needs. In order to meet the diverse needs of writing across different disciplines, the peer consultants come from varying academic backgrounds and experiences. “We have writing consultants from every program and discipline on campus; if you can major in it then we’ve got it.”

 

While The Writing Center is a “students helping students” environment, a standard is maintained to make sure all consultants are right for the job. Ms. Barney ensured that those who are consultants have been screened, interviewed, and trained to provide appropriate help. “The thing that we focus on in training our writing consultants is giving student writers concrete, actionable, strategy oriented feedback to help them move forward in their writing process.” While their area of expertise may differ, all consultants are versed in organization of papers, integrating sources, tone, audience, and purpose. “Students can expect a professional experience,” Ms. Barney confirmed.

 

The Writing Center is used regularly by those in the Psychology Department, and Ms. Barney believes it can be especially helpful for students studying the field: “There’s a very discipline specific style of writing expected in Psychology which is not typically taught in English 102 and TSEM. For people early in their major this may be their first encounter with discipline specific writing.” 

 

Ms. Barney explains that Psych students might have had a lesson about general essay writing in prior classes but may not be fully knowledgeable on how to apply those writing skills within the context of Psychology. For example, there are nuances that might be needed for assignments pertaining to concepts such as study design or research methodology. With there being specialized consultants for each major, there are many psychology students who work at the Writing Center that would be an excellent resource for those needing experience in that style of writing.

 

Having helped hundreds of students successfully put together papers, Ms. Barney hopes for the Writing Center to continue to help them achieve their full potential as writers this semester. “We really want to support everyone,” she said. “We’re here for the students who are new to this, but we’re also here for the students who want to take their work to the next level.”

 

If interested in a Writing Center consultation, you can set up a visit by contacting the front desk at 410-704-3426. Receptionists will be on standby to walk you through the steps of making an appointment in their scheduling program. If you would prefer to schedule your appointment online, a video tutorial can be found at www.towson.edu/writingcenter! If you have any additional inquiries, a section for frequently asked questions is also available.