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South Carolina Psychological Association FEEDBACK FALL 2011 • Read more inside
SCPA and You: Advancing Psychology in 2012
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Spring Conference March 24, 2012
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PRESIDENT’S COLUMN SCPA has had quite a busy and exciting 2011, and the Executive Committee is gearing up for an even better 2012. Dr. Jonathan Bassett is busy putting together a great conference; we are forming a By-laws Committee to recommend changes to SCPA By-laws; and the Legislative Committee continues its work addressing hospital privileges for psychologists in our state. Their work is possible thanks to our staff’s efforts and the invaluable input of Dr. Michael Sullivan to obtain the CAPP Legislative Grant! Thanks to all who give of their time to make SCPA an organization that serves its members well! I have two ongoing goals for the remainder of my time as President. First, I want SCPA to be more visible and valuable to psychologists in this state, and, secondly, I seek to increase membership and involvement in the organization. In an effort to reach these goals, we have worked to increase our social and educational connections through afternoon drop-ins and other lunch-and-learn opportunities across the state. We will continue this in 2012. In fact, we plan to double the number of events in each area (midlands, low country, and upstate). Even though attendance has been small, the feedback has been tremendously positive and the networking opportunities that have developed from these gatherings have been fantastic. We also offered more opportunities to learn and obtain CE credits in 2011. We are looking at possibly offering two “rock star” events this year. I would appreciate any input from the membership regarding how we can be more visible and valuable to you. We are hopeful that achieving the first goal will move us toward the second goal, one that is not as easily obtained. In all organizations, there are individuals who contribute only by giving financial support and others who give financial support as well as work on committee endeavors. We need both! Many psychologists have given much time to SCPA in the past and now are nearing the end of their careers. Please know that we value your wisdom, and we need your sustaining support so we can keep SCPA a viable organization. We also need new energy and the “doers.” Each year we are faced with having elections in which the candidates are unopposed. We need people who are also willing to give of their time. If you are thinking about getting involved, please do—the time commitment is truly manageable. You can also support SCPA by discussing with other psychologists the importance of membership in SCPA. And, again, I am always open to other suggestions on how we can build and maintain our membership.
HISTORICAL BIT
IN THE BEGINNING A number of persons have asked me about the origins of the Historical Bits that currently appear in the SCPA newsletter. How did it get started? When did it get started? Whose idea was it? Have I enjoyed doing the Bits? Have others been involved in creating the Bits? There were two motivating factors in doing the Bits. First, was the conviction that graduate students in the applied psychologies have little sense of their history, and one of my jobs is to point out that history is neither dull nor un-interesting. The second factor was noticing that one of our APA journals, Professional Psychology, in publishing their articles often failed to use full pages, leaving great gaps of blank spaces at the end of articles. My next thought was, “How can I use this space to advantage with my first goal of informing students?” I contacted the journal’s editor, who, like me, was bothered by the wasted space. He asked me to submit several samples of my work, which he found entertaining and instructive. Thus, from 1969 until 1976 a series of Bits regularly appeared in each issue. This relationship ended with the appointment of a new Journal editor. The Bit then moved to our SCPA newsletter Feedback, where it has resided for many years. If you wish to submit an item or an idea please feel free to do so at heckel@mailbox.sc.edu written by: Robert V. Heckel, PhD, ABPP
I hope each and every one of you enjoy the holiday season, keep that stress down, and ease into an even better New Year! Peace to all! Michele Burnette, Ph.D., M.P.H.
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BOOK REVIEW Talks to Teachers on Psychology; and to Students on Some of Life’s Ideals Written by William James New York, Henry Holt and Company, 1906 Reviewed by: Robert V. Heckel, PhD, ABPP If you have wondered about the view of humankind and Americans in particular, in the nineteenth century, there is no finer source than this gem written by William James in 1892, and first printed in 1899. When you read of his conclusions on the importance of relaxation, motivation, energy, exercise and commitment you might conclude that he recommends an approach much like psychologists of today. What is different is in his richness of language and accuracy of perceptions. In many instances they far exceed present day efforts and provide us with guidance and planning to make more effective use of our energies. An example of his advice: “I hope that here in America more and more the ideal of the well-trained and vigorous body will be maintained neck and neck with that of the well-trained and vigorous mind as the two co-equal halves of the higher education for men and women alike.” Throughout his book, he advises us to enjoy life, stop taking everything so seriously, live and let live, and take time for oneself. James certainly did that in his life. It could work for all of us. Try it. Of interest, is the article in the December issue of the APA “Monitor.” It seems to say much of what James did 119 years ago!!!
APAPO Supports Representative James Clyburn Through the generosity of psychologists who donate to AAP/PLAN, Jeff Cook, Director of Field and State Operations at APA Practice Organization, attended an Oct. 13 fundraising breakfast for Rep. James Clyburn (D-SC), the House Assistant Democratic Leader who serves on the Joint Select Committee on Deficit Reduction. Cook had an opportunity to express the concern among psychologists and their patients related to the expiration of the Medicare psychotherapy payment extender and inquire about Clyburn’s perspective on the outlook for Medicare reimbursement in the challenging legislative and budgetary context. The Congressman shared that reimbursement was very much on the table in the discussions and that he hoped for a permanent fix to the Sustainable Growth Rate, although he believed such a long-term solution remained difficult to achieve due to the cost.
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GRADUATE STUDENT REPRESENTATIVE ARTICLE
Sickle Cell Disease: How It Hurts and How Psychology Can Help
A challenging mission for scientists and practitioners is to incorporate their knowledge of the specific cognitive effects of Sickle Cell Disease (SCD), with the promotion of positive intervention outcomes. SCD is a recessive genetic blood disorder, commonly found in individuals with African, Mediterranean, Indian, and Middle Eastern heritage. Approximately one in 12 African Americans carries the sickle cell trait, and it is estimated that one in four hundred African-Americans in the United States have SCD (Charache, Lubin, & Reid, 1992; Wang et al., 2001). The hallmark of the disease is pain crisis episodes; however, the individual may also experience anemia, susceptibility to infection, silent or overt stroke, gallstones, sleep problems, and bone or joint difficulties. In addition, SCD frequently impacts the biological integrity of organs, especially the brain. For children with SCD insults to the brain can subsequently manifest in the neuropsychological functioning. The majority of research studies investigating cognitive ability and SCD have investigated the presence/absence of lesions, the location of lesions, and the volume of lesions to evaluate brain/ cognitive changes with sickle cellrelated neurologic complications (for review, see Schatz & Puffer, 2006). More recently, diffuse brain effects from SCD have begun to be studied for the prediction of neurocognitive deficits, such as decreased white matter volume and altered developmental patterns of white matter and gray matter proportions that may indicate delays in brain development (Baldeweg et al, 2006; Steen, FinebergBuchner, Hankins, Weiss, Prifitera, & Mulhern, 2005). Currently, we know very little about how these more diffuse and subtle effects are related to cognition in SCD. Decrements in brain functioning associated with SCD have been found in a wide range of psychological do-
Written by: Melita Stancil, MA & Kip Thompson, MA
mains, including general intellectual ability, attention, language, visualspatial abilities, short & long term memory, executive functioning, and academic outcomes (Schatz, Finke, Kellett, & Kramer, 2002; Schatz, Finke, & Roberts, 2004; Steen et al., 2005). Probably both visible brain lesions and diffuse brain effects should be considered in combination, to better understand possible causes of specific areas of decreased neurocognitive functioning in pediatric SCD patients. Knowledge in this area is limited. There is a need for more extensive research to include rigorous brain imaging and cognitive studies particularly on children with SCD. It is also imperative that clinicians treating children with SCD, be aware of the deficits that may be apparent in their cognitive profile. Many therapeutic interventions seem to lack increased resources and rigor which are necessary to promote positive outcomes. For instance, in this pediatric population, the child may present as developmentally on target, but have subtle delays, only revealed through neuropsychological testing or brain imaging. While there is a great variability in SCD symptomatology, best practices should include an approach which assumes the presence of even mild neuro-cognitive decrements. Psychology students in South Carolina have a unique opportunity to learn more about this disorder as the University of South Carolina has a leading expert in SCD, Dr. Jeffrey Schatz. Dr. Schatz is part of a national project research team, that seeks to better understand SCD and to inform clinicians on how to best treat individuals diagnosed with this painful disorder. Anyone interested in learning about Dr. Schatz’s work may visit www. psych.sc.edu/facdocs/schatz.html.
• Difficulties focusing and sustaining attention • Schedule brief sessions (30-40 min) • If not possible, plan a session break within time allotted • Reiterate “out of session” expecta tions repeatedly • Organizational Deficiencies • Create a Therapy Binder • Provide handouts of intervention guidelines • Promote note taking while in session for adolescents • Delays in Vocabulary Development • Use simple, straightforward language • Explain concepts in an uncompli cated manner Additional resources: Sickle Cell Disease: Information for Parents, Teachers, and Schools http://www.cas.sc.edu/psyc/PDFdocs/ PEPSforteachers.pdf Sickle Cell Disease: Effects on Adjustment http://www.proparents.org/ References Baldeweg, T., Hogan, A.M., Saunders, D.E., Telfer, P., Gadian, D.G., Vargha-Khadem, F., & Kirkham, F.J. (2006). Detecting white matter injury in Sickle Cell Disease using voxel-based morphometry. Annals of Neurology, 59(4), 662-672. Charache, S., Lubin, B., & Reid, C.D. (1992). Management and Therapy of Sickle Cell Disease. Washington, DC: Public Health Service, U.S. Department of Health and Human Services. NIH publication 92-2117. Schatz, J., Finke, R.L., Kellett, J.M., & Kramer, J.H. (2002). Cognitive functioning in children with Sickle Cell Disease: A meta-analysis. Journal of Pediatric Psychology, 27(8), 739-748. Schatz, J., Finke, R.L., & Roberts, C. (2004). Interactions of biomedical and environmental risk factors for cognitive development: A preliminary study of Sickle Cell Disease. Journal of Developmental and Behavioral Pediatrics, 25(5), 303-310. Schatz, J., & Puffer, E. (2006). Neuropsychological aspects of sickle cell disease. In R.T. Brown (Ed.), Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease (p. 449-470). New York: Oxford University Press. Steen, R.G., Fineberg-Buchner, C., Hankins, G., Weiss, L., Prifitera, A., & Mulhern, R.K. (2005). Cognitive deficits in children with Sickle Cell Disease. Journal of Child Neurology, 20(2), 102-107. Wang, W., Enos, L., Gallagher, D., Thompson, R., Guarini, L., Vichinsky, E., Wright, E., Zimmerman, R., & Armstrong, F.D. (2001). Neuropsychologic performance in school-aged children with Sickle Cell Disease: A report from the Cooperative Study of Sickle Cell Disease. The Journal of Pediatrics, 139(3), 391-397.
Listed below are a few suggested guidelines for mental health practitioners to incorporate in their treatment planning of children with SCD.
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A Busy Fall For SC Psychological Associat Workshop on Bullying & Its Prevention
This year the South Carolina Psychological Association’s “rockstar” event was a workshop on bullying held at the Columbia Convention Center in Columbia, South Carolina. With more than 45 people in attendance, there was a great crowd for our three speakers, Dr. Robin Kowalski, Dr. Susan Limber, and Allyson Bowen. Dr. Limber encouraged participants to explore what is known from research about the nature and prevalence of bullying among children and youth, and Dr. Kowalski followed up with a presentation over-viewing the wired culture in which today’s children and youth find themselves. After a lunch break, attendees reconvened for a panel discussion moderated by Dr. Cara Reeves, SCPA CE Chairperson. The panel included Dr. Kowalski, Dr. Limber, who were joined by Dr. Elizabeth Willingham. While Dr. Reeves began the discussion, attendees were encouraged to ask questions of the panelist, and to join in the conversation. Ally Bowen, LISW-CP, concluded the workshop by discussing the tech-savvy-world that today’s girls are growing up in, and how we can help them, when they sometimes know more then we do about the technology. Attendees seemed to really enjoy learning how to help stop bullying via technology. It was another great SCPA Rockstar Event. A special thank you to our Continuing Education Committee and Chairperson, Dr. Cara Reeves for piecing this workshop together to make it a success.
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tion SPCA Hosts The Trust For Workshop The American Psychological Association Insurance Trust hosted an Ethics Workshop on October 28th at the Hilton Garden Inn in Columbia, South Carolina. Dr. Eric Harris, a consultant to the Trust, taught the class, “Adventures on the Electronic Frontier: Ethics and Risk Management in the Digital Era.” The workshop provided those who attended with an overview of the beginnings of the evolution of regulatory policy for both psychologists interest in using telepsychology and those who are less prone to embrace this new technology. The cutting edge workshop provided practitioners with a method of identifying risks and with a process for developing a risk management strategy based on the approach presented in past workshops and in the trust publication “Assessing and Managing Risk in Psychological Practice: An individualized Approach.” Additionally, participants learned the basic ethical principles to evaluate risks, benefits, and appropriateness of suing various electronic communication and social networking mediums in their professional practice in a variety of situations. This intriguing class taught students how to identify ethical, legal and disciplinary trends concerning electronic communication to help them anticipate, plan and adjust their practices accordingly. Students were offered continuing education credits for attending the class. Please stay tuned for more information on up and coming workshops offered this Spring!
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2011 ACADEMIC DAY 2011 ACADEMIC DAY 8
FIRST PLACE University of South Carolina - Beaufort
SECOND PLACE Furman University
THIRD PLACE College of Charleston
List of Schools that participated: Charleston Southern University Clemson University Coker College College of Charleston Furman University Lander University Newberry College South University - Columbia The Citadel University of South Carolina University of South Carolina - Beaufort
The quiz bowled proved to be a challenge with several teams staying within a few points of each other. In the end there was a clear first and second place team but a tie for third. After a tie-breaker question we had our top three teams: in third place, College of Charleston, second place Furman University, and in first place the University of South Carolina – Beaufort. Academic Day organizers were excited about our four speakers: Dr. Lisa Ross, Dr. Anthony Bishara, Dr. James Hittner, and Dr. Heidi Zinzow. There were two simultaneous sessions, one for students presented by Dr. Lisa Ross of College of Charleston, and one for faculty presented by Dr. Bishara and Dr. Hittner, both of College of Charleston. After lunch students and faculty both enjoyed a interesting presentation given by Dr. Zinzow on the prevalence and risk factors for trauma-related mental health problems. This year’s Academic Day was a great success and SCPA is looking forward to our next Academic Day to be held on November 6, 2012 at the College of Charleston.
2011 ACADEMIC DAY 2011 ACADEMIC DAY
The South Carolina Psychological Association (SCPA) hosted its annual Academic Day on Tuesday, November 8, 2011 at the College of Charleston. With more than 100 people in attendance , Academic Day was a great success for SCPA. This year nine teams represented their schools well from across the state in the quiz bowl.
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DIVERSITY COLUMN: CULTURAL COMPETEN Written by: Mark Coe, Ph.D. The influence of geography is an important cultural factor to consider in professional psychology in the United States (Holley, 1998). There is a strong emphasis, and rightfully so, in the literature focusing on the challenges that arise as individuals who immigrate to United States, and the psychologists serving these consumers, work to navigate between native and host cultures to successfully managed these challenges. Less emphasis has been given to understanding the great cultural variability that occurs within the United States as a result of a number of geographic characteristics (e.g. region of the county, level of urbanization) and the challenges that may occur as cultural groups influenced by internal geography interact. In examining the influence of the internal geography of the United States and its impact on culture, rural communities often present unique challenges as individuals in these communities interface with people and organizations from outside of their communities (Hauenstein, Petterson, Rovnyak, Merwin, Heise, Wagner, 2007). In many instances, psychologists who conduct research, teach, consult, and provide health care in rural areas are not natives of these communities and may face difficulties as they work with, and for individuals and organizations in rural American. Similar to issues involving cultural competence when working with immigrants and other diverse groups, cultural misunderstandings between rural consumers and psychologists can result in problems such as increased health care disparities (Galambos, 2005), stigma (Werth, Hastings, and Riding-Malon, 2010), and difficulty navigating ethical issues (Hargrove, 1986). Culturally competent practice in rural communities is an especially important issue in a state like South Carolina, where approximately 1.1 million of the 4.6 million people in the state live in communities designated as rural (United States Department of Agriculture, Economic Research Service, 2011). As one would expect with such a large group of people,
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the cultural milieu of rural communities in the state can vary greatly depending on the region of the state. Coastal communities in rural areas of the Low Country are very different from the former textile communities in rural areas of the Piedmont region of the upstate. Rural communities in these regions are very culturally different from the historically agrarian rural areas of the Pee Dee. Regardless of location, the unique cultures of these communities have been shaped by centuries of complicated interactions, at times very conflictual, and during other times cooperative and collaborative, between men and women of African, European, and Native American descent. More recently, the last twenty years, growing numbers of immigrants from around the world have made their homes in rural communities in South Carolina. This, extensive mix of cultures no doubt, will present more challenges for psychologists working in these communities. To practice in a culturally competent manner in these communities, it is important to understand the historical and current influences of race, gender, and local culture in these communities, expand cultural knowledge about relatively new groups to the area, and appreciate how these factors interact to shape an ever changing landscape. In addition to the aforementioned issues, socioeco nomic factors strongly influence the cultural, social, and political dynamics in rural communities. Rural South Carolinians have generally been poorer than their urban counterparts and have access to fewer services and resources. When compared to urban areas of the state, rural communities tend to fair worse on most indices that assess the welfare of members of a community. Relative to their urban counterparts, rural communities in South Carolina have higher rates of poverty and unemployment, a greater percentage of families struggling with food insecurity, access to less Federal resources, and fewer students completing high school (United States Department of Agriculture, Economic Research Service, 2011). Individuals experiencing these types of economic challenges in
NCE IN WORKING IN RURAL COMMUNITIES rural communities tend to experience difficulty acquiring and maintaining health insurance and have limited access to the services of a mental health profession. Moreover, class differences between low income rural consumers and psychologists might be an impediment to the development of a collaborative, trusting relationship that is necessary for effective provision of mental health services (Jameson & Blank, 2007). It is therefore incumbent upon psychologists working in rural areas of the state to understand how issues of economics and class, both historical and current, may influence such consumers of mental health services. The aforementioned factors along with others such as professional isolation and insufficient training may make providing culturally competence services in rural communities complicated for psychologists. In spite of the challenges of working in a culturally competent manner in rural communities, serving a rural area can also prove to be extremely rewarding. Once a psychologist has worked to develop the cultural knowledge and trust of members of rural communities, rural communities tend to embrace and support psychologists in their endeavors. In difficult economic circumstances, underserved rural communities may provide a number of practice opportunities that may be unavailable in more saturated urban areas of the state. Rural areas in the state also benefit from psychologists working in these communities because these underserved locations are provided with well trained mental health professionals who are able to provide a wide range of services. To support the involvement of more psychologists in rural communities, it is incumbent on organizations that support the interest of psychologists to ensure that they have the tools necessary to competently serve these communities. As such, SCPA has developed a web-based resource guide to provide psychologists with a wide range of information about working in rural communities. This information can be accessed on the diversity page of the SCPA website. SCPA is also seeking to expand resources about
rural communities available to psychologists working in the state. If psychologists are aware of additional resources or have expertise in working in rural communities that they are interested in sharing with other psychologists, please contact SCPA or the current Diversity Delegate, Mark Coe. Mark Coe, Ph.D., Assistant Professor of Psychology, University of South Carolina Lancaster, email: coemarks@mailbox.sc.edu, phone: 803-313-7057 References Galambos, C.M. (2005). Health care disparities among rural populations: A neglected frontier. Health and Social Work, 30(3), 179-181. Retrieved from http://www.naswpress.org/ publications /journals/hsw.html Hargrove, D.S. (1986). Ethical issues in rural mental health practice. Professional Psychology: Research and Practice, 17(1), 20-23. doi: 10.1037/07357028.17.1.20 Hauenstein, E.J., Petterson, S., Rovnyak, V., Merwin, E., Heise, B., & Wagner, D. (2007). Rurality and mental health. Administration and Policy in Mental Health and Mental Health Services, 34(3), 255-267. doi: 10.1007/s10488-006-0105-8 Holley, H.L. (1998). Geography and mental health: A review. Social Psychiatry and Psychiatric Epidemiology, 33(11), 535-542. doi: 10.1007/ s001270050091 Jameson, J.P. & Blank, M.B. (2007). The role of clinical psychology in rural mental health services: Defining problems and developing solutions. Clinical Psychology: Science and Practice, 14(3), 283-298. doi: 10.1111/j.14682850.2007.00089.x Werth, J.L., Hastings, S.L., & Riding-Malon, R. (2010). Ethical challenges of practicing in rural areas. Journal of Clinical Psychology, 66(5), 537-548. doi: 10.1002/jclp.20681 United Stated Department of Agriculture, Economic Research Service. (2011). State fact sheets: South Carolina. Retrieved from http://www.ers.usda.gov/ StateFacts/sc.HTM
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Call for Presentations Advancing Psychology 2012 Spring Conference Saturday March 24 Columbia Conference Center, Columbia, SC Scope of Presentations: The theme of this year’s conference is advancing psychology and reflects SCPA’s goal to advance psychology as a science, a profession, and a means of promoting human welfare and our commitment to maintain high standards of practice, teaching, and research in the field of psychology. We invite you to submit proposals for individual papers, symposia, and panel discussions. Proposals are invited from the following areas: Applied Research - clinical or organizational applications of evidence-based research Basic Research – original descriptive, correlational, or experimental data related to behavior or mental processes (e.g., social, cognitive, personality, motivation, learning, sensation, physiological) Scholarship of Teaching and Learning – evidenced based methods of instruction and pedagogical practices or assessment of course and program goals Methodology – new or innovative research paradigms, instruments, technologies, or statistical analyses All research must comply with APA ethical guidelines and have IRB approval.
Types of Presentations: There are three different venues for participation. Proposals will be accepted for individual papers, symposia, and panel discussions. Individual papers Paper presentations may be 15, 30, or 60 minutes in length. Shorter paper presentations will be group together into a 1-hour session. Symposia Usually 2-3 papers are presented in a topical session organized by the Symposium Chair. Symposia are limited to a maximum time of 90 minutes. See special instructions below for submitting symposia. Panel Discussion A panel discussion includes several people knowledgeable about a specific issue or topic who present information and discuss their professional views on the topic. Panel discussions will last 60 minutes.
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Proposal Requirements: Paper Presentations • A completed proposal application (attached). • A 200-300 word typed abstract (Proposal will not be accepted without an abstract). • Abstracts should be consistent with APA guidelines. Symposia • Include a 400-600 word typed summary, which includes a paragraph describing the overall topic of the symposium followed by individual summaries of each paper to be presented. Each participant should be identified by name, professional affiliation, and title of presentation. (Proposal will not be accepted without this summary) • Corresponding presenter should be identified, and all communication will be with this individual. Panel Discussions • Identify the topic of discussion, including brief summary of its importance to psychology. • Identify each panelist by name and professional affiliation. For each panelist, include a brief statement of her/his expertise on the discussion topic. • Identify a chair for the panel and the corresponding panelist. Submission Form on Next Page
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SCPA Spring Conference - March 24,2012 Columbia Conference Center Columbia, South Carolina
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Call For Presentation Continued Proposal Submission Form Due: January 15, 2012 Continuing Education Credit: For proposals that are to be considered for continuing education credit, a Speaker Agreement must be completed and submitted with the proposal. The Continuing Education Committee will review and make a decision on whether or not to award credit. If the committee denies credit the presenter will be contacted with details of what needs to be completed to be approved. The Speaker Agreement and this form can be downloaded from the SCPA website in the download section (website www.scpsychology.com), or requested from Rachel Beacham at rachel@associationsplus. com Entries should be submitted to the program chair AND SCPA Staff no later than January 15. • Jonathan F. Bassett at jbassett@lander.edu • Rachel Beacham at rachel@associationsplus.com Submission Title: __________________________________________________________ Presenter Name (list all presenters and underline corresponding presenter): ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Please choose: Nature of Presentation: Applied ______; Basic Research ______; Scholarship of Teaching and Learning _____; Methodological ______ Type of Presentation: Paper_____; Symposium _____; Panel Discussion ______ For Paper Presentation only: Length of presentation: 15 ____; 30 ____; 60 _____ There will be a projector, screen, computer, and microphone provided. You will be required to provide any handouts. The estimated number of handouts required will be supplied one week prior to the event. As a conference participant, I agree to register for the conference and be responsible for the registration fee. I understand that there are no exceptions to this registration fee policy. Upon acceptance of the proposal, I agree to appear at the designated time or arrange for a substitute to be present. Signature ______________________________________________Date _____________
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