Psychology and Forensic Psychology Programs at Saint Rose

PSYCH OLO GY AN D O G RA M S FO RE N SI C PS YC H O LO G Y PR

THERE’S NO PLACE LIKE SAINT ROSE

GET PSYC PSYCH CHALLENGING AND REWARDING — that is the type of education you will receive when you enroll in our psychology or forensic psychology program. You will work hard, receiving a comprehensive education packed with courses that will prepare you for graduate school and/or exciting career opportunities.

And your hard work will pay off.

Psychology and forensic psychology graduates overwhelmingly report finding employment with their bachelor's degree, and if graduate school is their goal, our alumni are accepted into programs around the world.

I hope to see you in one of our classrooms soon.

Dr. Robert W. Flint Jr. Chair and Professor, Department of Psychology Flintr@strose.edu

STUDENT SPOTLIGHT

CHED HED ABOUT OUR

PSYCHOLOGY DEGREES!

“Being a part of the forensic psychology program at The College of Saint Rose is a fulfilling experience that has utterly shaped my future. Before pursuing my undergraduate education, I was uncertain how I could merge my passion for psychology and criminal justice. I was intimidated by the idea that choosing one of these academic majors would consequently result in missing out on the other. The inclusion

Take a deep dive into our psychology and forensic psychology programs You don’t need to take a Rorschach test to find out how you can thrive in these majors: expert faculty who have experience in their fields, multiple undergraduate research projects, a variety of concentrations to specialize in, the only Cold Case Analysis Center of its kind in New York State, and accelerated undergraduate/ graduate programs to help you realize your career goals faster.

Our programs are built for future leaders in the psychology field — are you ready to dive in?

of a forensic psychology major ultimately shaped my perception of The College of Saint Rose as the perfect institution to call ‘HOME’ for the next four years. Not only is it thrilling to take some of the best criminal justice courses throughout my college career, but I also get to fuse them with some amazing psychology courses, and it is the combination of the two that make me feel like such a versatile candidate for my career.”

GLESAIDYS EVE ’23 Forensic psychology student

A N A LY Z I N G O U R

PSYCHOLOGY PROGRAM • CHOOSE FROM EITHER A BS OR BA degree, depending on your career and graduate school goals. The 52-credit BS degree is more intense, setting you up for success in grad school and beyond. If you do not have plans to continue your education, but are interested in studying psychology, then our 34-credit BA program is the right fit for you.

• SPECIALIZE YOUR BS DEGREE WITH ONE OF THESE CONCENTRATIONS: clinical/counseling psychology, industrial and organizational psychology, school psychology, health psychology, behavioral neuroscience, social/personality psychology and human development.

• PARTICIPATE IN UNDERGRADUATE RESEARCH and build your portfolio. You are required to, but not limited to, one independent research project on a topic of your choice. This research creates the foundation for your graduate studies and leads to exciting opportunities such as presenting your findings at the Eastern Psychological Association (EPA) conference or getting published in a variety of research journals.

• JOIN PSI CHI, the international honor society in psychology, and gain leadership skills and networking opportunities.

• TAKE PART IN our William J. Hagan Research Honors Concentration, which allows you to conduct a research project under unique specifications. This Honors Concentration may be completed by qualified students with strong interests in graduate school and/or post-graduate work involving research.

• FAST-TRACK YOUR ACADEMIC CAREER BY ENROLLING IN ONE OF THESE PROGRAMS: Psychology BS/MSEd in Counseling (3+2 Accelerated Dual Degree): Complete two degrees in five years, instead of the traditional six (your undergrad in three, and grad in two).

Graduates are immediately qualified to take the NY State licensing exam to become a Licensed Mental Health Counselor.

What’s more is that there is a growing shortage of mental health practitioners around the globe, so you’ll enter the workforce prepared and ready to be hired.

Psychology BS/MBA (3+1 Accelerated Dual Degree): Complete two degrees in just four years: your psychology bachelor’s degree in three years and your MBA in one. In addition to extensive research opportunities, you are also required to complete an internship, applying the skills you learn in class to the real world. The U.S. Bureau of Labor and Statistics lists 56% job growth in the industrial/organizational psychology field, one of the highest of any industry in the country.

Psychology BS/MSEd in School Psychology (3+3 Accelerated Degree): Receive your BS in Psychology in three years (instead of the traditional four) and your MSEd and Certificate of Advanced Study in School Psychology in three years. All students are required to complete an internship and are eligible for New York State Certification upon graduation. According to the U.S. News & World Report, school psychologists made a median salary of $78,200 in 2019.

GET READY TO WORK with this 73-credit major, which closely resembles a double major in psychology and criminal justice, and make the most of your investment.

CHOOSE FROM either a general degree in forensic psychology or a concentration in one of four areas: clinical, legal, law enforcement, or social/cognitive/developmental.

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CLINICAL CONCENTRATION Opt for more coursework in psychology, providing optimal preparation for a clinical or counseling graduate degree.

LEGAL CONCENTRATION Focus on law, preparing you for the intricacies of law school.

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LAW ENFORCEMENT CONCENTRATION Concentrate more on criminal justice courses that prepare you for a career in law enforcement or corrections.

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TAKE ADVANTAGE OF SAINT ROSE’S LOCATION in New York State’s Capital Region, which provides ample opportunities for discipline-specific internships, especially in the field of forensic psychology, such as at the FBI or the Capital District Psychiatric Center.

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SOCIAL/COGNITIVE/ DEVELOPMENTAL CONCENTRATION Take courses in these specific areas to prepare for a research career examining important psychological variables in forensic psychology.

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GAIN THE OPPORTUNITY to intern at the College’s Cold Case Analysis Center, which is the only center of its kind in New York State, and work on actual cold cases alongside law enforcement agencies.

PARTICIPATE IN UNDERGRADUATE RESEARCH and explore topics and themes that interest you. This research creates the foundation for your graduate studies and leads to exciting opportunities such as presenting your findings at the Eastern Psychological Association (EPA) conference or getting published in a variety of research journals.

TAKE PART IN our William J. Hagan Research Honors Concentration, which allows you to conduct a research project under unique specifications. This Honors Concentration may be completed by qualified students with strong interests in graduate school and/or post-graduate work involving research.

FORENSIC PSYCH MAJORS MAY ALSO JOIN PSI CHI, International Honor Society in Psychology, and Phi Alpha Delta, International fraternity and Honor Society in Law

Find out what our psychology/forensic psychology alumni are up to

“At Saint Rose, I developed the skills, confidence, and character to achieve my goal in becoming an industrial/ organizational psychology practitioner.”

MICHAEL CRUZ ’10 MA, Industrial/Organizational Psychology (from Iona College) Human resources business partner, Amazon Logistics (Kissimmee, Florida)

“At Saint Rose, I was challenged by my professors to ask questions that mattered and utilize reliable ways to find answers. These are skills that I use every single day in my career as an attorney.”

ALLEE VON STACKELBERG ’16, ESQ. Doctor of Law (J.D.; Albany Law School of Union University) Law clerk to the Honorable Mae A. D’Agostino, Northern District of New York (Albany, New York)

“Saint Rose helped me develop the leadership and research skills necessary to propel me into my current role as director of research at a leading global executive search firm supporting world class clients ranging from the Fortune 500 to highgrowth startups.”

ADAM ULMEN ’11 MA, Behavioral Neuroscience (Kent State University) Director of research, Kingsley Gate Partners, LLC (Twinsburg, Ohio)

“Saint Rose helped me become a more effective business and people leader. My classroom training in psychology gave me a wonderful foundation in understanding human cognition, behavior, emotion, and communication while actively developing my critical thinking skills. Additionally, my extracurricular involvements in the Student Association and as a Resident Assistant provided many ‘hands-on’ opportunities that helped me fine-tune my interpersonal skills, and sharpened my ‘EQ’ — helping me become a more effective leader.”

CHRISTOPHER DOCKAL ’94 Vice president/general manager, ADP, Alpharetta, Georgia

“Because of Saint Rose, I am using what I learned in education as a special education teacher.”

DANIEL COBBINS ’13 Graduate Divinity student (Samuel DeWitt Proctor School of Theology at Virginia Union University) President, Xceptional Family Services Teacher of exceptional children — Charlotte-Mecklenburg Schools, Charlotte, North Carolina

“Saint Rose helped me find my passion for community health research. During my time in the psychology program, I gained the skills, knowledge, and compassion that have led me to advocate for multidisciplinary approaches to address the needs of underserved communities” DOGELI ROJAS ’15 Healthcare program planner/analyst, NYC Health + Hospitals, NYC

“Because of Saint Rose, I am leveraging my expertise in industrial/organizational psychology to lead a dynamic team of individuals committed to excellence in training at a large regional academic medical center.”

JENNIFER (DIACO) CURRY ’09 Assistant training manager, Upstate Medical University, State University of New York, Brewerton, New York

FEATURED FACULTY

Dr. Ross Krawczyk

Associate Professor of Psychology

Ross Krawczyk, associate professor of psychology; licensed clinical psychologist in private practice; primary investigator, Saint Rose Body Image and Obesity Lab; Ph.D., clinical psychology, University of South Florida JOINED SAINT ROSE FACULTY: 2013 TEACHES: abnormal psychology, clinical psychology, introduction to psychotherapy, psychometrics, research methods RESEARCH SPECIALTY: expert on obesity epidemic, eating and weight-related treatments, and body image; publishes frequently in academic journals and is quoted in the popular press, including Huffington Post RECENT STUDY: One summer, while working at an intensive treatment program for obese children, Krawczyk and colleagues noticed something startling: a really high percentage of kids arrived with prescriptions for antidepressants. Of the program’s 10 camps in the United States, the Wisconsin location had the highest rate: 32 percent.

“That’s way higher than the average in the population,” Krawczyk noted. “Were they all depressed? The only thing they did different is be overweight.”

It was also striking that prescription rates varied so greatly among sites when there is no such fluctuation in depression.

Even more troubling: at the same program in England just 2.7 percent of campers were using antidepressant medicine.

Krawczyk’s research had already reflected widespread negative feelings toward, and assumptions about, overweight people. His patients have consistently reported that the stigmatization hinders their efforts to battle their weight.

Now, with data from 10 intensive treatment sites, he could see whether obese people on medication had different experiences and outcomes.

After tracking 642 participants, Krawczyk found that they lost about the same amount of weight whether or not they were on antidepressants. And the British campers — the

least prescribed — had the same success rate as those in Wisconsin.

ALSO: While the medicated group reported higher rates of depression at the start of the program, the gap between them and the non-medicated participants narrowed by the end. Krawczyk said this suggests that the effective treatment itself had improved their mood.

“The percentage of kids taking antidepressants, and the variability in these rates across sites, tell us that many kids who are not clinically depressed are receiving antidepressants in the U.S.,” he concluded. “Also, behavioral weight-loss treatments seem to work equally well regardless of antidepressant medication.”

As with most compelling research, the study is notable for the questions it raises, as much as any conclusions.

Krawczyk wonders, for instance, if more people might be better served with effective weight-loss treatment rather than prescriptions.

“In the U.S., we perceive kids who are overweight as being depressed,” he said. “But maybe they’re just overweight, and we stigmatize them.”

STUDENT PARTICIPATION: Saint Rose students did the medical coding. They looked up the drugs — a significant undertaking since they go by different names. Today, Krawczyk shares the story behind the original research with his classes, and they study the findings.

“Now, they can see that if they have a question about something they can think about doing their own research,” Krawczyk said. “It starts by asking a question. In this case, it turned into something really useful.”

COLD CASE ANALYSIS CENTER The only center of its kind in New York State and one of six nationally, our Cold Case Analysis Center (CCAC) allows selected students from our criminal justice, behavior and law, forensic science, and forensic psychology degree programs to work on true cold cases, addressing a mounting problem in the criminal justice system. All of this is done under the guidance of our expert faculty and in partnership with local law enforcement agencies.

The National Missing and Unidentified Person System estimates that an average of 2,000 missing person cases

go unsolved each year.

According to the New York State Division of Criminal Justice Services (DCJS), a total of 2,951 active missing person cases remained open in New York State at the end of 2013.

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Dr. Christina Lane se Director, Cold Ca Analysis Center Lanec@strose.edu 518.485.3767

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OUR RESEARCH SHOWS…

IT’S WHO YOU KNOW WANT MORE? Students often choose to participate in more than one research project, alongside faculty, through Research Honors projects and/or through their senior capstone project.

Students get a leg up on networking when their research leads to them attending the Eastern Psychological Association (EPA) conference.

IT’S BUILT IN Students in the psychology and forensic psychology programs must do at least one independent research project on a topic of their choice.

UNDERGRADUATE RESEARCH

ASK MARY MARY BORCHARDT ’21

Professor Katlyn Farnum

WHAT: The forensic psychology major worked with Professor Katlyn Farnum to research attitudes toward mentally ill criminal offenders. Borchardt learned when people were educated about mental illness, their attitudes changed.

UNDERGRADUATE RESEARCH SYMPOSIUM Held annually on campus, this poster session allows undergraduate research from all majors to be showcased before faculty, community members, and other students. BONUS: Prizes are awarded!

The first-place winner receives $300 and the second-place winner receives $200.

PUBLICATIONS Psychology and forensic psychology majors publish their work in professional journals, such as Psychological Studies, Analyses of Social Issues and Public Policy, Behavioral Neuroscience, Behavioural Brain Research, and the Saint Rose Undergraduate Research Journal.

SOMETHING TO SHOW Power up your resume or graduate school application with these opportunities!

AND: Borchardt was one of 20 Saint Rose students whose research was accepted into the 2020 EPA conference, where she earned the Psi Chi Regional Research Award from the International Honors Society in Psychology. (Pretty nice resume builder.)

COOL CLASS

Exploring the Psychology of Love Dr. Ann Zak is a psychology professor at The College of Saint Rose, who teaches this popular class and others.

But what is this class about?

What do students learn? We asked her a few questions.

What is “psychology of love?”

Psychology of Love introduces students to the psychological study of loving relationships. From a developmental perspective, we examine contemporary theories and empirical evidence on young adult relationships (the initiation and casual-dating stage), love and relationship development (the in-love/serious-dating stage), premarital relationship decay and termination, and development of stable marital relationships. By studying the development of love, we can learn to predict and understand human behavior in romantic relationships.

What do students learn in your Psychology of Love class? After successful completion of this course, students are able to demonstrate an understanding of the theoretical perspectives and empirical research that explain romantic relationships from the initiation stage to marriage; examine issues regarding loving behavior with classmates; explain research and opinions clearly and stimulate others to share their opinions; investigate love issues in a social situation; conduct an interview of a married couple and critically analyze data; and apply knowledge of the five developmental stages of romantic relationships to current feature films and determine whether or not the main characters have “successfully” completed each stage in detail.

How can students apply your teachings to their career goals or personal life?

Several students have indicated that they want to pursue a career in marital and family counseling, and the course certainly serves as a starting block for that. The discussion topics and podcast reviews can also facilitate personal growth in their romantic relationships.

What makes this class fun or interesting? Nearly everyone wants to fall in love and stay that way. The course helps students explore how to fall in love, how to maintain loving relationships, and how to be successful at loving.

Provide an example assignment for this class: Interview a married couple: First, students choose a married couple to interview and address the following questions in a paper: 1) Describe the initiation stage for the couple. How did they meet? What attracted them to each other? Include what you’ve learned about familiarity, physical attractiveness, similarity, reciprocal liking, and arousing situations. Support your arguments with examples from your text and course notes. Analyze how they were first attracted to each other (or not). Discuss nonverbal behavior, eye contact, and opening lines during their first date. How do their experiences match what you learned in class about the initiation stage?

2) Ask the couple to describe their marriage now. How do they communicate? What are their goals and dreams? How are they connected to one another? How are they autonomous? How do their experiences hold up to what you learned about communication, connectedness, and autonomy in class? Analyze the self-esteem and power influences as their marriage progressed. Support your arguments with examples from your text and course notes.

3) Ask the couple to describe conflict in their marriage. How do they handle conflict?

How does this relate to conflict styles and resolution that you learned in class?

4) Does the couple have children? How have children impacted their marriage? How does this apply to the effects of children on marriage that you learned in class?

5) What are the couple’s secrets to a happy marriage? What have they learned so far? What type of love do they show, based on what you learned in class?

What types of research opportunities can students pursue if interested in the psychology of love or a similar topic? For the past 20

years, I have recruited five or six research assistants to conduct a year-long study on loving relationships. We present our work at the Eastern Psychological Association conference every March. Past projects include: evaluating online dating, the effects of friend and family support and opposition on romantic relationships, the role of social media and self-esteem on hook-up culture, and relationship quality for romances initiated both online and offline.

Students also conduct research on loving relationships in Research Methods II and Senior Seminar (both required to graduate with a psychology degree).

What do you love about teaching the Psychology of Love class? Absolutely everything! Students get personal with the discussion topics and married couple interviews, so I learn something every semester I teach it.

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