The InterPsych Newsletter 2(4)




                       TABLE OF CONTENTS

Section A:     NEWS
               1.   Update on Move to Netcom
               2.   IRC Conference on Schizophrenia Treatment
               3.   IRC Conference on Partial Response to
                    Treatment of Chronic Depression
               4.   IPN North Dakota Listservice Moved to Netcom

               1.   InterPsych Update
               2.   Electronic Forum Update
                    A.   Clinical-Psychologists
                    B.   Computers-in-mental-health
                    C.   Dissociative Disorders
                    D.   Emergency Medicine
                    E.   Helplessness
                    F.   Hypnosis
                    G.   Psy-Language
               3.   Positions Available at IPN
                    a.   Editor
                    b.   Journalist
               4.   New "Best of InterPsych" Section Planned

Section C:     RESEARCH
               1.   Call for Collaborators/Information
               2.   "Counseling and Nature: A greening of
                    psychotherapy" by Michael J. Cohen

               1:   NEWSGROUPS
                    Psychology & Support Groups Newsgroup
                    Pointer (Part II)
               2:   MAILISTS
                    Neuropsych in (HIV/AIDS) list/ conference
                    InterPsych Thanatology Group
               3:   OTHER RESOURCES
                    Scientific American
                    Asian Disaster Preparedness Center

Section E:     CALENDAR

               1.   The Psychology of Teaching Mathematics: An
                    International Perspective
               2.   Spring 1995 Colloquim Series: Center for
                    Adaptive Systems and Department of Cognitive
                    and Neural Systems, Boston University
               3.   Psychological Management of Psychotic

Section G:     EMPLOYMENT

Section H:     LETTERS



Editor-in-Chief:    Sean P. Sullivan
Managing Editors:   Sunkyo Kwon        Joseph Plaud
Documents manager:  Ric Ferraro

News:               Lori Beth Bisbey   Burt Knight
IP & SIG Update:    Joe Plaud
Research:           Sunkyo Kwon
Resources:          Jeff Luria         John Grohol
Employment:         John Grohol

The InterPsych Newsletter,  ISSN 1355-2562, is an electronic
publication of InterPsych distributed the third Friday of every
month. Submissions to the Calendar, Employment, Announcement and
Letters sections must be made 14 days prior to the distribution
date for that month.

The newsletter is automatically distributed to all members of
InterPsych's electronic conferences and IPN's subscription list.
If you are not a member of an InterPsych conference and wish to
subscribe, send a message to: with the

InterPsych does not hold itself responsible for statements made
in the InterPsych Newsletter by contributors.  Unless stated
otherwise,  the material in the InterPsych Newsletter does not
reflect the endorsement, attitude, or position of the Board of
Directors of InterPsych or the editors of the InterPsych

We encourage you to distribute copies of or excerpts from the
InterPsych Newsletter with the following limitations:

A) Material cannot be altered or changed in any way without
   the written permission of the newsletter
B) All material used must indicate that it first appeared in
   the InterPsych Newsletter (volume and issue number cited)
   and is reprinted with permission.
C) Permission must be obtained for mailing list distribution
   of the complete newsletter
D) The InterPsych Newsletter address must be cited within
   any excerpts (
E) Documents may NOT be copied or excerpted for commercial
   purposes without the written permission of IPN.

InterPsych is a non-profit, voluntary organization, established
on Mailbase with the aim of promoting international scholarly
collaboration on inter-disciplinary research efforts in the field
of mental health.

To enquire about the InterPsych Newsletter, please send a
message to Sean P. Sullivan, Editor-in-Chief, InterPsych
Newsletter (

                       SECTION A: NEWS

                          * INDEX *



InterPsych has completed the move from Mailbase to Netcom.
This move was instigated by Mailbase withdrawing its support of
InterPsych due to concerns about stressing the trans-atlantic
link (see IPN Vol.2, Iss.3).  All connections with Mailbase were
terminated as of January 22nd, 1995.

The move was much more problematic than originally envisioned,
being termed by one InterPsych official as "a nightmare".
Differences between the Mailbase system and the Majordomo system
at Netcom caused a variety of problems transferring name lists,
resulting in interruptions of many of IP's forums.  These
problems are believed to be corrected as of this writing.
Problems also occurred at Netcom due to the size and complexity
that InterPsych presents, causing, among other things, Netcom's
computers to be slowed to a virtual halt for two days.

During the interim, InterPsych's members, used to transparent
forum operation, became annoyed by repeated "unsubscribe"
messages and non-functioning forums.  Forum leaders were often
frustrated, not knowing what the problem was with their list or
who to look to for a solution.  Many of these problems reflect
the fact that InterPsych's needs are expanding so quickly that
it is often difficult to fulfill them as quickly as they arise.
One of the issues that the move highlighted was the
need for a larger staff.  A very small number of people were
responsible for making the move happen which both taxed these
people and made it difficult for them to do their jobs properly.
People involved with the move to Netcom found themselves deluged
with e-mail messages - many of them left unanswered in an attempt
to fix problems as quickly as possible.  This resulted in further
frustration among IP's forum leaders and IP members.  Ben
Goldhagen, executive director of InterPsych, states "we've
learned a lot.  No one envisioned how difficult and time
intensive this was going to be".  In conjunction with needing
more staff is the growing need for funding, something that will
be addressed when IP receives non-profit status (see IP Update).

Above all, what the move and the resultant problems have shown is
the size and uniqueness of InterPsych.  While Netcom is one of
the largest access providers, IP comprises twelve percent of all
lists at Netcom and a majority of its majordomo mail traffic!
Additionally, many of the problems that arose as a result of the
move had to do with software not being available that could
perform the sophisticated tasks necessary to make the forums
function smoothly.  These problems spurred IP into creating
software in order to efficiently run and manage its electronic
forums - something no one envisioned as necessary months ago.

The end result, now that InterPsych's forums are once again fully
functional, should that IP's forums are much more user-friendly.
A number of longstanding issues have been resolved.  IP members
can no longer post to the Superlist (the list of all of IP's
members).  This was not technically feasible before the move
occurred and was increasingly problematic as people would post
messages that were not relevant to many of InterPsych's members.
This caused people to receive mail that they did not want without
any way of stopping it - creating virtual junk mail.
Additionally, the lists are now set up to ensure that people will
only receive one copy of anything that is sent to the Superlist,
something that was also a growing problem before the move. A
system has also been set up to allow people to unsubscribe from
the InterPsych Newsletter if they do not wish to receive it (this
will be described further in next month's IPN).

Additionally, the move has caused a number of changes in the
electronic forums (see IP Update).  These changes should expand
the useful of InterPsych for all of its members.

Overall, although it was more difficult than originally
envisioned, InterPsych's move to Netcom should bring IP to a much
higher level of functioning and make it much more useful to its
many members.  InterPsych would like to thank those individuals,
especially Ben Goldhagen, Nancy Tice, Charles Stinson, Bill
Kearns, Beverly Jameson, and J.J. Larreau, whose tireless work
made the move to Netcom reality. [SPS]


Sunday, January 8, 1995 brought Dr. Ivan Goldberg's IRC
conference, this one on the Psychotherapy of Schizophrenia.
Attended by approximately fifteen interested students and
professionals, issues were discussed for almost two hours.

Dr. Goldberg, had prepared a pre-conference reading list,
including an abstract of T. H. McGlashan's article, "What
has become of the psychotherapy of schizophrenia?", published in
the Acta Psychiatrica Scandidavica, 1994, 90 (Suppl 384),
147-152. McGlashan's introduction underlines the motive for the
conference: "The psychotherapy of schizophrenia has been
changing.  The outcome studies which were primarily negative
have lead to psychotherapy with schizophrenic patients being
ignored in teaching programs."  McGlashan went on to elucidate
the differences in treatment approaches between "Supportive" and
"Investigative" modes.

Approximately half of the participants polled by Dr. Goldberg
reported currently working with schizophrenic patients. This
quickly developed into a discussion of the hardships of doing
treatment with this population and the effect of the relative
lack of outcome success on any treatment efforts. The critical
role of case management was cited. One participant stated, "Most
important is daily contact with attention paid to prodromal
signs and daily adjustment."  The possibility of an exclusively
psychoanalytic approach being "counterproductive" was also
stated - when "intense" and "frequent" contacts can result in
intrusions which exacerbate symptomatology. Nevertheless,
insight and exploration of experiences were named as important
aspects of treatment if combined with good case management and
supportive approaches. The possibility of using phenomenological
approaches was discussed, especially in helping patients see
that they are not alone with their suffering. Working with
groups were suggested as a possibly favorable treatment mode. It
was agreed by all that, "humility" and  "patience" were
necessary ingredients for therapists treating this disorder.

In spite of a number of electronic glitches which periodically
"expelled" participants  the discussion was lively, informative
and interesting. [JL]


InterPsych & PsyComNet hosted a conference entitled, "Partial
Response of People with Chronic Depressions to Antidepressant
Therapy" on 1/15/95 on IRC.  Partial response in patients with a
depressive disorder is thought to be the norm, not the
exception, with up to 60-70% of such patients responding only
partially to treatment.  The general consensus from this
conference was that more attention and care must be paid to
patients suffering from a depressive disorder and be aware that
partial response to treatment is to be expected.  More research
needs to be done to examine the impact such response has in
these patients and what can be done to improve their response to
treatment, perhaps through follow-up treatment, maintenance
antidepressants, etc.  [JG]


In order to centralize operations at Netcom, the InterPsych
Newsletter (IPN) in January closed its listservice at the
University of North Dakota and moved it to Netcom.  The IPN list
at North Dakota allowed people who were not members of any of
InterPsych's forums to subscribe to the newsletter (see IPN Vol.
2, Iss.3).

If you are not a member of any of InterPsych's electronic
forums and you wish to receive the newsletter, you must now send
a message to LISTSERV@NETCOM.COM with the body of the message
SUBSCRIBE INTERPSYCH-WATTAGE. If you are a member of an
InterPsych Forum, you will receive the newsletter automatically.

The newsletter staff would like to thank the University of North
Dakota for providing us with the list and also Joe Plaud and Ric
Ferraro for running the list. [SPS]


                          SECTION B:


                          * INDEX *

          1.   IP UPDATE
               D.   EMERGENCY MEDICINE
               E.   HELPLESSNESS
               F.   HYPNOSIS
               G.   PSY-LANGUAGE


Although fraught with difficulty (see News), InterPsych's move
to Netcom has produced many positive results, such as extensive
planning, systematizing, and expanding.  InterPsych now has 38
forums and anticipates having 50 in the near future.  A complete
listing of InterPsych's forums will be included in a special
issue of IPN that will be released in the next several weeks.

Among the many changes, the move has led to a large amount of
restructuring in the way that groups are formed and run.  Forum
leaders as well as forum proposals will now undergo a review
process before being approved.  This should ensure that forums
are well-run and also contain subject matter that is of interest
to InterPsych's members.  Additionally, the names of a number of
the groups have been changed.  This was done to make group
naming more systematic and also to make names more informative.
For example, "assessment" was changed to "assessment-
psychometrics".  IP also created many more administrative groups
so that forum leaders and others can more effectively

InterPsych has created 17 "credential mandatory" groups - groups
for professionals and students (these will be listed in IPN's
upcoming special issue).  The creation of such groups has been a
source of controversy among IP's members (see Letters).  For
these groups, members must send a Curriculum Vitae to the IP
registrar ( in order to join.
There is also provision to let in non-professionals who feel that
it is important for them to belong to a credential mandatory
group.  These people must send a letter justifying their
inclusion to the IP registrar.

The move has had some immediate positive affects.  The
Depression forum, which previously was very low volume, has
experienced a rebirth, with volume increasing dramatically since
the move.  The forum now exchanges between 60 and 100 messages
per week! Similar changes have taken place in other groups.

Although the move has clearly consumed a lot of InterPsych's
efforts over the past month, progress has continued to be made
throughout the rest of the organization.  At release, InterPsych
is very close to attaining non-profit status.  This will allow
IP to start aggressively seeking funding and funders to provide
for the growing needs of the organization.  InterPsych officials
have already begun exploring funding possibilities and in
general have met with enthusiasm.

Several new staff members have joined InterPsych.  Among them is
Ellen Dickie who is working as an auditor.  She is in charge of
checking to see if forums are working and ensure that any
technical problems in groups are dealt with accordingly.  IP
also has a new programmer, J.J. Lair who has been instrumental
in making InterPsych's move to Netcom happen from a technical
standpoint.  J.J formerly worked as Vice President of
Engineering at CGO.  Finally, IP now has a Washington liaison,
John Ambros. [SPS]


A.   Clinical-Psychologists
Our slightly re-named and reconfigured forum dedicated to
professional issues relevant to clinical psychology is finally
up and running on Netcom.  Among the first series of debates to
come on line concerns prescription privileges for clinical
psychologists.  Ray Fowler, Chief Executive Officer of the
American Psychological Association, has advocated for this
possibility as well as the setting of standards. Other debates
will likely begin now that our list is back on-line.
Contributor: [JJP]

B.   Computers-in-mental-health
This is a new, closed forum. Professionals interested in
computing applications in mental health are welcome to apply
to join. The forum will encourage discussions about educational
programs, case registers, confidentiality, diagnostic and
assessment programs and many other issues. The forum will be
complimentary to the resources list which is primarily
concerned with applications available over the Internet.
Contributor: Martin Briscoe

C.   Dissociative Disorders
The dissociative-disorders mailing list is mechanically ready
to go at the Netcom end. An announcement about the list will
soon go out to members of other InterPsych lists.  Contributor:
Peter M. Barach

D.   Emergency Medicine
The Emergency Room list is open to all professionals interested
in discussing care in the ER. Currently we are discussing CPEP's
(Comprehensive psychiatric emergency Program) and their various
forms throughout the country comparing notes and hopefully
learning from each other how to optimize the care we give.
Contributor: Nancy Tice

E.   Helplessness
The Helplessness Forum has been a bit quiet during the move from
mailbase to Netcom.  As soon as the transition becomes settled,
we would like to initiate a periodic "journal club" discussion in
a format similar to other InterPsych SIGs.  As of late January
1995, we had about 425 members in this forum.  Contributor:
David Fresco

F.   Hypnosis
Hypnosis-l has been set up to encourage an exchange of ideas,
opinions, and information among researchers and scientifically
minded clinicians who are interested in hypnosis and in the
broader topics of suggestion and suggestibility.  It is intended
for use by researchers and by credentialed health care
professionals, and has been established as a service to the
members of Division 30 (Division of Psychological Hypnosis) of
the American Psychological Association, the International
Society of Hypnosis (ISH), and the national societies affiliated
with ISH.  Contributor: Irving Kirsch

G.   Psy-Language
Psy-language seems to have successfully survived the move to
Netcom. The number of members has increased over the last months
to about two hundred. The forum functions as a space for the
exchange of specialized information on language and psycho-
pathology. There is not much discussion going on. Members tend to
ask for information and answers are normally given privately. The
group operates much less as a discussion forum than as a network
to which professionals and researchers can appeal for specific
information on their area of work or research, and through which
they can build contacts with other  research, and through which
they can build contacts with other members on a private basis.
Contributor: Eugenie Georgaca


The InterPsych Newsletter is currently looking for people to
fill a variety of staff positions.  These positions are
described below.  If you are interested in working at the
newsletter in any capacity (even other than the others listed
below) or have questions about these positions, please send an
e-mail message describing your interest and any relevant
experience you have had to Sean P. Sullivan, Editor-in-Chief,
InterPsych Newsletter (  All positions
listed are volunteer positions.

A.   Editor:
Editors at IPN are responsible for all aspects of compiling and
organizing the sections they are responsible for.  Editors must
be able to meet regular deadlines for submission of their
sections.  Editors at some positions oversee other staff members
and are responsible for editing articles to ensure correctness
and quality of writing.  Although editorial experience is
desired, it is not a prerequisite.  Interested parties should
send a message to the above address.

B.   Journalist:
Journalists will work on the newsletter on an irregular basis,
dictated by the needs of the newsletter, their own time
constraints, and their subject of expertise.  Articles in the
newsletter focus largely on issues associated with mental health
care and its delivery.  The newsletter is also interested in
finding people to regularly report on the electronic forums they
are subscribed to.  This would involve writing monthly
summarizations of any one of InterPsych's electronic forums.
Although writing experience is desired, it is not a
prerequisite.  Interested parties should send a message to the
above address.


Starting with next month's newsletter, the InterPsych and
Electronic Forum update section will contain a new sub-section
that will contain some of the eloquent, timely, or particularly
informative messages from recent discussions on InterPsych's
forums. The currently working title for this section is "Best
of InterPsych", modelling it after the "Best of the Internet"
USENET group.  Matt Merkley will be editing this section.

If you have seen a posting that falls into this category and
deserves another look by the larger InterPsych community, please
forward it to the IPN mailbox at (
Please include either a "Best of IP" subject heading or put a
note to this effect in the body of the message.


                      SECTION C: RESEARCH (1/3)

| This section is intended for original articles and calls  |
| for collaborators. Until early '95, contributions         |
| will be screened for appropriateness, but basically un-   |
| reviewed. If you submit, please indicate, whether you     |
| choose the non-review option or wish review (which will   |
| mean that you will have a lag between submission &        |
| publication of approx. 2-5 months, depending on date of   |
| submission & reviewers' feedback).  To submit to this     |
| section, please send an ASCII version of the manuscript   |
| to the IPN Mailbox (            |

                          * INDEX *

               PSYCHOTHERAPY by Michael J. Cohen


Starting with our February issue, the InterPsych Newsletter
will be posting calls for collaborators and information in this
section.  The formats for each of these sections are described
below.  All submissions should be sent to the IPN mailbox


Submissions should be sent to the above address in the
following format:

The header of the message should read "SEARCH:" with
additional information in the header describing the general
subject matter (i.e., NEUROSCIENCE). The body of the message
should contain information on the type of collaboration
involved and also the submitor's full name, institutional
affiliation, mailing address, phone number, and e-mail


Requests for general information, personal experiences,
inquiries on grants and funding opportunities, information on
research programs, feedback from experts, sponsors, and
sponsorship offers are explicitly welcome. Our distributional
channels on the Internet are very well-suited to serve this
purpose in a time and resource-efficient manner.

The header of the message should read "REQUEST:" with
additional information in the header describing the general
subject matter of the study (i.e., SCHIZOPHRENIA).  The body
of the message should include the submitor's full name,
institutional affiliation (if any), mailing address, phone
number, and e-mail address.

                    SECTION C: RESEARCH (2/3)

                     COUNSELING AND NATURE:

                       Michael J. Cohen
                 University of Global Education


This study identifies the natural world as a exceptional
resource for learning how to therapeutically build responsible
relationships and it offers sensory activities that let nature
teach its wise and balanced ways. Once participants identify and
differentiate their "natural-sensory" and cognitive "language-
reasoning" ways of knowing, a coloring task challenges them to
express in words their natural sensory knowledge. The task
induces stress which disappears when language is introduced that
validates their sensory way of knowing. This paper observes the
dynamics of this transaction and examines its stress management
and mental health implications, It offers unique nature
connecting activities and home study training programs that
reduce stress and reports their mental health and environmental

Many outdoor educators and therapists confirm my observation of
a reduction of social and psychological problems when our
clients are in natural areas. This reduction parallels the
relative absence of psychological problems and insanity found in
nature-centered tribal communities. It suggests that the purpose
of modern psychology and psychotherapy is to heal the sensory
wounds inflicted by Western Civilization's excessive
disconnection from the natural ways and wisdom of the global
life community. My findings confirm this, for by teaching my
clients to use and own nature connected activities and
reasoning, their problems wane while their wellness, spirit and
ability to learn increase (Cohen, 1994).

Can sanity truly be measured by Western Civilization?  Do we
promote true sanity if we teach our clients to support and
depend upon an irresponsible society?  This paper describes a
practical answer to this question, a working model for
responsibly creating personal, social and environmental balance.

Since 1959 I have constantly lived, learned and taught
throughout the seasons in natural areas, the places Thoreau
called  "A civilization other than our own".  That non-language
civilization taught me how to let its "magic" therapeutically
counsel people. I discovered and use counseling activities that
let Earth itself teach its integrity, a wisdom joy and beauty
devoid of pollution, war and insanity. This was not difficult to
learn once I recognized that as natural beings we are born with
this ability. All I had to do was let Earth nurture it, and that
is how I help others learn it now.

The natural world produces no garbage. On a macro level, it
values everything from proton to planet. Nothing in nature is
discarded or unwanted, a way of relating that defines
unconditional love in action. Scientifically validating and
connecting with nature's "unconditional love" and its effects
allows us to enjoy it.

We, as part of life, inherit the natural world's integrity as
our inner nature, a profound globally shared creation blueprint
which too often demeaningly we call "The little child within
us"(Cohen, 1993b). True education includes learning to read that
blueprint, to draw it out from within and resonate with it,
validate it and support its integrity. Instead, to our cost,
society often teaches us to conquer it within and about us.

Reading the blueprint connects us to our common origins, that we
might start anew to co-create a truly civilized society rather
than become even more personally and socially "bewildered"
(nature-separated).  In this article, I offer critical thinking
tools and activities for reading the non-language blueprint.
Appropriately, the tools come from modern knowledge, from
experience with today's science, problems and relationships
(Knapp, 1988), not from other times, environments and cultures.
The tools I use let familiar contact with natural systems teach
us how to enjoyably walk in balance. Counselors, educators and
interpreters increasingly use theses tools to reverse apathy,
stress and dysfunction.

Nature seldom sustains itself by using "techno"-logic meaning:
"A thinking logic that creates artificial stories and
techniques".  Instead, the natural world uses "bio" logic. In
people, Bio logic consists of being multisensory, of heeding
each moment's natural attractions that call to our inner nature
through our more than 53 , not just 5, genetically inherited,
but culturally devalued, natural senses and feelings such as
thirst, smell or nurturing. These feelings are ancient, globally
evolved memory signals, multisensory ways of knowing and being
for harmonious survival. For example, not only is water a vital
flowing foundation of life, so, equally, is our natural survival
sense and feeling of thirst. Thirst is a biological memory that
re-connects land beings to water and survival. Thirst fluctuates
to self-regulate our water flow so we neither bloat, burst or
dehydrate. The feeling of thirst makes bio-logic sense as do
each of our 52 other natural senses. And although we seldom
describe it as such, most counseling is multisensory learning, a
sensing or re-sensing (remembering) one or more natural
sensations along with their degree of integration, fulfillment
or frustration.

Too often, our techno-logic words and stories exclude our
natural sensory wisdom. Each word, story or moment that doesn't
bring to awareness our natural sensory interconnectedness
further separates us from the support of nature's multisensory
integrity (Cohen 1994). However, an account by Rodney Romney
exemplifies how multisensory experiences with the natural world
sensibly modify human behavior: In Scotland, farmers were
overturning their hay bales to exterminate rats that lived
beneath them. A trio of rats tried to flee but, unlike the other
fleeing rats, these three stayed closely together which limited
their ability to escape. Upon investigation, the farmers found
that the middle rat of the three was blind; its companions were
guiding it to safety. Deeply moved, the farmers did not kill
these rats.

The farmers responded to many natural senses and feelings
triggered by the incident including consciousness, sight,
nurturing, place, curiosity, hunger, motion, trust, empathy,
sound, compassion, community and reason. We sometimes call this
response human morality, values, ethics, or being humane.
However, these words separate us from a truth of nature. They
hide that natural senses are nature expressing itself, for
natural senses are solely of, by and from the natural world.
Note that the rats "morally" responded to the same group of
senses and rats have done so for millions of years before
humanity evolved. We observe similar animal and plant behavior
throughout the natural world. However, our culturally ingrained,
prejudicial anti-nature stories prevent us from saying the
farmers acted naturally, like rats, pigs or fungi.

Many researchers validate that psychologically and
physiologically, a human being's inner nature consists of a
variety of distinct, different natural sensations that we call
faculties or instincts (Cohen, 1994; Murchie, 1978; Pearce,
1980; Rivlin & Gravelle,  1984; Rovee-Collier, 1992; Samples,
1976; Stevens, 1993; Spelke, 1992; Wynne-Edwards, 1991). They
include senses like color, thirst, language, smell, taste,
consciousness, excretion, belonging, space, distance, form,
temperature and touch. Each is unique, each offers a specific
message and wisdom. Note that reasoning, language and
consciousness are also natural senses that serve a survival
function in nature. In some form and
intensity, each sense or sensitivity pervades the natural world
including our inner nature.

Since the Spring of 1993, University of Global Education
Department of Integrated Ecology instructors and associates have
completed an informal study of over 1100 people, mostly aged
16-51, of differing occupations (Cohen, 1993a). Our object was
to determine if we could observe the effects of separating
people from nature by assigning inappropriate words and labels
to a person's sensory inner nature. We did this by first asking
the study participants "When did you first learn to know the
color Green? Participants responses fell into two main

A. Some participants remembered when they learned to associate
the word green with their green color sensation, thereby knowing
green by its name or label. For example: "I remember that my
parents told me that the name for the color of the grass and
trees was green."

B. Some participants recognized that they naturally registered
green (greenness) as a sense or sensation at birth or before:
For example "Like many other species, I was biologically born
knowing green. It is a God thing. I could naturally sense and
distinguish the green grass from the blue sky even though at the
time, I didn't know the names of their colors."

So we know green in two ways: by the biological, inborn natural
color sense (sensitivity) to green (greenness) and by the
word-symbol green which labels that sensitivity. However,
consider the following findings and considerations of the study:

When Carol was an infant learning to talk, her father, an
experimental psychologist, used her as an experiment. He
purposely taught her that the name for the color green was
orange and the name for orange was green. The word and the color
bonded.  Today she is 34 years old and she still gets confused
when naming these colors. She still tends to call orange green
and green orange. Carol often "thinks about" and "figures out"
the correct terms for these colors rather than automatically
knowing them. Sometimes she feels stupid and stressed for having
to do so, sometimes she still mistakes one for the other. We
found several participants who said they had similar experiences
with color, and with other areas too, for example
left-handedness: "The teacher broke my left had by hitting it
with a ruler because I wrote with it."  "Unfortunately, as a
lefty,  I did not learn to write left handed--I learned right
handed, if you want to call it learning.  Today, the only way I
can communicate in writing without an interpreter is via
typewritten characters."  "I must wear a red glove on my left
hand and a green one on my right while sailing in order to tell
port from starboard."  "Writing with my right hand stressed me,
it resulted in me biting my fingernails."

Consider this scenario: A teacher tells her first grade class
"Today we are going to learn green" and a child says "I don't
need to learn that again, I've known green since before I was
born."  The teacher responds "Can you read 'green'? Can you
write 'green'?  Can you spell it or tell me how many times it
appears on this chart?  If you can't, you are ignorant,
illiterate, a failure, a problem for yourself and society."
The color green, a vital natural part of the child experiences
itself as garbage, something unknown in nature, something that
is rejected and unsupported.  How can this part naturally find
its identity?  It senses abandonment and a child's natural self
inherently knows abandonment to be death, for nothing survives
without support in nature. So much for the child's security,
self-esteem and self-confidence in this sensory area until his
or her scholastic skills are achieved.

Hopefully other intact ways of being support the child through
this period, but many of them are under assault too.  In all too
many young people we see violence, tranquilization and
dependencies used to relieve the discomforting hole we dig by
not learning to validate nature within and about us.  Too often
we call this process normal adolescence or rebellion against
authority, too often our nature-blind eyes don't even see the

Can we learn to feel good about ourselves as natural beings in a
nature separated society?  We asked each of our study
participants to verbally call upon their inner nature, their
inborn, non-language, natural sense of color, to express itself,
to do its natural "inner child" thing. The vehicle we used for
this purpose is the list of color names found in figure 1, not
unlike the Strop Test. The words naming the colors were written
in different colored inks (for example, the word "brown" was
written in yellow ink). Participants were asked to quickly go
down the color chart list and say aloud the ink colors, not the
color names. For example, the first color is red, not orange.

(Figure 1)
ORANGE      -written with red ink
RED         -written with purple ink
BLUE        -written with black ink
BLACK       -written  with blue ink
BROWN       -written  with yellow ink
YELLOW      -written with green ink
PINK        -written with orange ink
GREEN       -written with green ink

As a control for this task, we first asked participants to
quickly identify blocks of identical ink colors that we painted
on a separate page.

When using figure 1, although practically every participant had
no difficulty labeling, the control blocks of ink colors, most
participants had difficulty quickly identifying the same ink
colors when they spelled out words. The overwhelming tendency
was for participants' culturally trained sense of language to
dominate and, out of habit, or "word addiction" read the colors
as words rather than as colors. In addition, when doing this
activity quickly, over 40% of the participants "deluded" in
that they spoke a written color name aloud but actually believed
they had said the ink color. For example, in the fifth item in
figure 1, Paul believed he read the ink color correctly even
though he said the word "brown"  while seeing the color yellow.
If another person had had not been with him and caught the the
error, Paul would not have known that he made it. It's similar
to you, the reader, perhaps not noticing that the words "the"
and "had" were doubled in the previous sentence until I now
alert you to this fact. The difference is that Paul lost
awareness of a vital sensory signal from his inner nature, not
simply a typographical error.

Participants concluded: "My trained habitual dependency on using
words overwhelmed my natural sensory inner child, an important,
loving natural part of myself. I had trouble expressing my
natural ability to recognize green in a non-language way." One
participant offered: "I love nature yet I have a hard time
loving myself. This helps explain why."

Participants never experienced "difficulty,"  "tension,"
"conflict" or "stress" on the last word on the color chart, the
word green written in green ink. In all cases, "Green" written
in green ink felt more sensible, relaxing and attractive than
did the other color words.  "It feels like a refreshing oasis",
says one participant.

Can we learn to feel good about ourselves as natural beings if
we don't first meet the challenge of bringing into our awareness
who we are as natural beings?  This study suggests that our
awareness, our consciousness, is overwhelmingly dominated by
words that disconnect us from nature within and about us.  We
have to learn how to use language and reasoning get past our
stories, to find and validate our true colors.

)From early in our lives, our formal and informal education
excessively conditions us to bring the sensory world into our
awareness by labeling it with language abstractions  -words,
symbols and images- and validating the reasonable cultural
meanings of these abstractions. Usually two different natural
sense groups lying in two different parts of the brain are at
work when we "know" something natural like the color green
(Samples 1976):

The Old-brain: Our natural sense of color lying in the large,
anciently evolved "old-brain" enables us to experience color as
an unlabeled, non-verbal sensation or feeling. The old-brain
registers non-language tensions, sensations, feelings and
emotions. It makes up approximately 87% of the brain and is the
home of 51 naturally pervasive sense groups, some of which I
have mentioned. Most of our old brain sensitivities we inherit
from and share with the plant and animal kingdoms (Cohen, 1994,
1993; Murchie 1978). These natural senses are facts as real as
rocks, oceans and gravity; our desire to breathe is as much a
property of air as is the wind. In multisensory concert natural
sensitivities make the balanced "natural sense" that is nature's
beauty, peace and wisdom. In the natural environment natural
sensitivities provide a non-language, interspecies attraction
communion. This communion permits natural systems to act
sensibly as a community, "to make common sense," "work by
consensus," to organize, preserve and regenerate themselves
responsibly, intelligently and diversely without producing
garbage, war, or insanity (Cohen 1994).  If assigning these
powers to nature and the old brain seems invalid, consider this:
The naturally pervasive patterns that colonies of food seeking
bacteria form (in the shape of the snail vortex, common
snowflake, tree branches, and starfish chiral) result from how
individual organisms in these bacterial communities communicate
with each other and disseminate information throughout the
colony.  The behavior of these earliest forms of life shows that
they change their behavior in response to changing environmental
conditions, not through random genetic mutation.  They
cooperatively signal, calculate, network, regulate and control
their community behavior, then their genes mutate and respond to
environmental conditions.  The patterns they produce are the
same as those found in minerals, suggesting that the same
process exists on molecular levels (Lipkin, 1995).

The New-brain: Our two senses of language and reason lie in our
small, more recently evolved, "new-brain" the neocortex. These
two senses learn to know greenness as the culturally correct
word or label  (like the word "green") for sensory experiences.
The new-brain makes up about 13% of the total brain. It creates,
experiences, validates and processes culturally trained
symbolism: language, letters, words, numbers, drawings, logic,
abstractions and stories. Society teaches us to mostly think and
reason in new-brain symbols and stories, be they accurate or
inaccurate, destructive or constructive, limited or wide-ranged.

Our new brain presently manages the world. Are we satisfied with
the effects?  Can we learn to do better?

)From early in our lives, the ancient sense of color, lying in
the old-brain, enables us to naturally register green color as a
sensation. This sense experiences green directly as "greenness",
as a non-language, unadulterated, unedited, unmediated sensation
and feeling experience. The old brain brings to awareness how we
naturally feel and is often called our inner nature, Our inner
self, or this sensory global wisdom is misnamed our inner child.
When we operate from the old brain, in western culture we often
say we are being too loving, emotional, sensitive, childlike,
feelingful, intuitive, subjective, inexperienced, flaky,
illiterate, or over reactive. However, Carl Jung and many others
note, "Our feelings are not only reasonable, they are as
discriminating, logical and consistent as abstract thinking."
Natural senses and feelings are the foundations of bio-logic, of
nature's civilization which can best be unprejudicially measured
by its long term survival effects, by its ability to create an
optimum of life and diversity without producing garbage,
insanity or war; without civilization's violence, stress or

In the small more recently evolved new-brain, the neocortex,
Western culture often trains the senses of language and reason
to apply cultural words, labels or stories to the natural
senses. We teach the new brain that it is reasonable to know
greenness as the written or spoken word green, or verde
(Spanish) or vert (French) or other words in different languages
and cultures.  We applaud it for doing so. When we operate from
senses of language and reason we proudly say we are literate,
cerebral, sensible, abstract, cognitive, reasonable, logical,
educated or thoughtful.

Most of the study participants were unaware that a cause of
their inability to express their inner nature is that the
average American spends over 95% of his or her life indoors,
isolated from nature. Studies indicate that we spend almost
18,000 critical developmental childhood hours in classrooms
alone. Collectively, we spend less than one day per person per
lifetime in tune with the non-languaged natural world. We live
over 98% of our nature-estranged adult lives abstractly knowing
the natural world through detached words and stories about it
rather than through intimate, non verbal enjoyment of it. My
observations outdoors tell me that our estrangement from nature
restricts our natural sensory inheritance from growing and
strengthening from natural connections with the natural world.
This disconnects us from the wisdom, spirit and peace of nature
and creation. Conversely, when I've sentiently connected people
to natural areas, their problem solving abilities and harmonic
relationships have increased dramatically (Cohen, 1994b).

In America, the stressful anger, anxiety and sadness catalyzed
by our overlooked or rejected natural feelings depresses us. It
fuels our problems at every level. We are not islands. As we
remain estranged from the wisdom, spirit and unconditional love
of the natural world in ourselves, others and natural areas, our
negative personal, social and environmental indicators rise.
Even outdoor education that does not teach us how to daily
validate and fulfill our inner nature's need and right to be
connected, loved and nurtured by nature, does not resolve these
problems (Cohen 1993).

To reverse our troubles we must reconnect with nature.  We must
learn to effectively communicate with nature in order to know
its ways and needs. To accomplish this we must either teach the
natural world to speak English or learn to understand its
non-verbal language. The latter course makes the most sense
since we already know nature's sensory callings. We inherit
them, they are our old brain and its many distinct sensory

                    SECTION C: RESEARCH (3/3)


The color chart activity is one of 97 Well Mind, Well Earth
nature-connecting activities used by counselors, educators and
mental health workers to catalyze "green in green."  These
pioneering applied ecopsychology experiences counteract the
adverse effects of the estrangement of our 53 natural senses
from the natural world (Goldman, 1993). In classrooms,
counseling programs, environmental education, mental health
facilities, nature interpretation and recovery work the
activities help teach the new-brain the reasonableness of
discovering, validating and respecting the old-brain and its
sensory connections to nature's wisdom, to part of creation's
higher power (Cohen, 1993, 1994). The activities move
participants. Even when participants learn the activities from
our inter cultural internet e-mail courses or our self guiding
training manuals, we see significant improvement in their
self-esteem for they discover that nature's perfection outside
themselves flourishes within them. (Cohen, 1994b). Nature-
connecting lets the natural world itself teach us to revere
nature in ourselves, others and the environment and we naturally
refrain from hurting that which we hold sacred. This is the new
frontier for counseling psychology. With over 70% of the nation
suffering from stress, with environmental deterioration
continuing and alarming over 85% of the public, counseling with
nature holds a key to our destiny (Cohen 1995).

The following 8 activities introduce the nature-connecting
process of our 97 additional activities (Cohen, 1994a). We
reinforce each of them through journalizing and critically
assessing the thoughts, feelings and reactions arising from

Activity 1. Natural Old-Brain Connecting: In order to identify
and support your non-languaged inner nature (for example, your
old-brain sense of color), go to a real natural area (a park,
backyard, terrarium, potted plant or wilderness, -not a tape,
picture or video). For five minutes minimum, without using
language or reason, try to connect your non-languaged, sensory
inner nature with the non-languaged natural world. Do this by
simply sensing natural attractions there (colors, moods,
textures, motions, forms, variations, tastes, smells, sounds,
atmospheres etc.) without assigning terms, words or ideas to the
experience. This is non-verbal old-brain connecting, an
unadulterated way to experience your origins in Earth. It's
important and it's a challenge. As you find your mind habitually
or addictively drifts to language thoughts or to labeling the
natural area, block it from doing so by repeating the word
"non-languaged" "one" or "union", or whatever works best for
you, over and over again as you sense the area. Try to more
intensely and completely multisense each moment. Moving through
the are without concentrating on any one thing also helps you
make non-verbal contact.

Activity 2. Validating Natural Connecting: Repeat Activity 1 and
label (new-brain connect to) the natural connections that you
make. Do this by labeling the natural connecting process, not
the objects themselves. Remember, natural things do not know
themselves by a name.  Focus your new brain on the whole of the
connection experience, rather than just the natural object or
atmosphere, by calling the experience a connection.  Call
everything you experience in nature a nature connection. That's
green in green.

Activity 3.  Repeat activity 2 but this time notice that certain
connections call to you more strongly than others. They attract
your attention, you like them more than other things in this
moment. Place this phenomenon in your new brain by labeling
these connections as attractions. For example, if a leaf
attracts you, call the leaf an attractive sensory connection to
nature. If a bird's color, motion, distance, beauty or song
attracts you, also call it a natural sensory attraction. Other
sensory terms that participants have used to describe these
natural sensory connection-attraction experiences include:
loves, attractions, feelings, spirits, sensations, intuitions,
bonds, callings, resonances, affinities, Higher Power,
blessings, affections, natural wisdoms, joys, ambiance, God,
devas, sensory facts, etc.

Each of these connection terms correctly identifies our
experience (Green in green) when a natural attraction calls to
us. The terms feelingly bring the natural sensory connection
process into reasonable new-brain language awareness. This
process enables the new-brain to begin to consciously make
sense, to register and validate the existence of many natural
sensory connections and their source.

Activity 4. Natural Attractions Feel Good (Cohen, 1993b, 1994):
While in a natural area, repeat Activity 3 with the following
addition: Notice that each time you sense a natural attraction
it feels comfortable (enjoyable, good, nice, fun, beautiful,
supportive etc.). Validate this bio-logic experience and your
sensory self by putting it into words (new-brain) such as "I am
a person who enjoys sensing natural attractions." or "Natural
attractions make me feel good." Recognize that this validation
is like writing green in green ink.  Validate that good feelings
are inventions of nature, they are nature's way to tell you that
you are beneficially connected with nature, like the sweetness
of a fruit tells you the fruit is ripe and digestible.  In the
new-brain these verbal validations produce a reasonable
languaged awareness that enjoyable natural sensations and
feelings exist, have survival value and are acts of the natural

Activity 5. Integrating: While in a natural area, read aloud the
validations you wrote in Activity 4. Note that you feel
comfortable reading and writing your validation; you enjoy
seeing or hearing in language (new-brain) what is valid and true
about your sensory inner nature (old-brain natural senses) and
its connectedness to the natural world. That's green in green,
techno-logic validating bio-logic. Now validate your enjoyment.
When it feels comfortable and makes sense to you, write and/or
say to the effect that "It feels good for my new-brain to
validate my old-brain's sensory nature and its connective
sensitivity to natural attractions." "I am aware that I gain
enjoyment by letting my reasoning-language abilities validate my
inner nature and its connections with the natural world." These
validations also feel good because they are green in green.
They integrate our total being, our languaged and non-languaged
ways of knowing and being. They also bond us to nature, they
give added value to natural areas.

Activity 6. Being Open: Learn to let nature guide you. Trust its
attractiveness. For eons it has shown that its unconditional
love knows how to harmoniously build community and beauty. Go to
a natural area. Be open to its callings by following the natural
attractions there that spontaneously attract you, rather than by
seeking attractions you expect to find there. Your new-brain
choice to do this thoughtfully, respectfully permits and enables
nature within and around you to take the lead, to momentarily
guide you  That is natural wisdom in action, how nature works.
It naturally connects your new-brain with attractive "loving"
callings from Earth to your inner nature's readiness and desire
to help create and sustain responsible harmony. You discover
that your immediate natural attractions often differ from the
attractions in your preconceived new-brain story. They change
with your inner nature's moods and needs moment by moment. They
are attractive in a given moment because they are what you
naturally need then. Once you discover any moment's natural
attraction, repeat activities 2-5. They safely increase your
new-brain's awareness of sensory messages that your inner nature
has shown it wants to enjoy.

Personal discomfort that arises while doing this activity
usually symptomizes "green in orange", stressful inner-nature
disconnects, real or imagined. Too often in today's
stressful world we take stress for granted. For this reason, if
we don't make efforts to be aware of how we feel and to choose
to responsibly and safely find good feelings, we seldom
experience them. We can, however, naturally find them and
supportive relationships by connecting with nature in people and

Activity 7.  Matching: Our lives consist of immediate moments in
which we contain old brain natural sensations and feelings along
with new brain stories that can either conflict or integrate
with our old brain nature connected ways of knowing. Counseling
with nature activities give nature itself the opportunity to
help us wisely choose how we will know ourselves and react in
the next moment of our lives. For example: Paul finds a natural
attraction, for instance a tree, and is asked to complete the
following sentence: "I like the tree because______. "  He
creates the following sentence: "I like the tree because it is
strong and beautiful and it nurtures many things."  Because Paul
has already learned that he is also nature, the activity asks
him to remove the word "tree" and substitute the word "myself"
for it.   Paul then says aloud or writes "I like myself because
I am strong and beautiful and I nurture many things."  Paul
validates that his sentence about himself is always green in
green and as such it feels good.  When it feels discomforting,
Paul knows that he has found an area where he has a green in
orange conflict.  This leads him and his friends to search for
examples of how the sentence describes aspects of him and his
relationships. They always find the examples because attractions
to nature are always part of being a natural being.  This
activity dramatically brings into awareness and validates
natural aspects of ourselves that too often we learn to ignore.
In the process self-worth and self-esteem improve.

Activity 8. Summarizing: Write down what for you are the three
most important things you learned by doing these activities.
Write 3 green in green statements your nature connections
enable you to create.  The following anecdote illustrates
effects of doing nature connecting activities:

Once Sandy validated that she could gain good feelings and
reverse depression by following her natural attractions, she
made a conscious effort to become fully involved in that
process, For years she shunned walking up the beautiful
moss-covered rock faces that called to her. She thought they
were too steep, wet and slippery, that story made them
unattractive. But on this day, because she decided that her
nature deserved to have good feelings, she followed her
attractions to the beauty and other attractive callings of the
rocks: their color, height, space, form and texture. Moment by
moment she sought the most attractive, therefore safe, next step
across the rocks. With surprise and elation, she easily climbed
them. She then described her fun experience and how nice it
felt. Describing it felt good, and her companions enjoyed
hearing her talk about the experience, and knowing her joy.
Sandy is learning to achieve this same result by following her
multisensory attractions to her friends' inner nature. She is
discovering that the negatives in her life are signals to
discover, follow and enjoy her natural attractions.

"Applied ecopsychology activities create thoughtful
nature-connected moments. In these enjoyable non-language
instants as many as 53 inborn natural attraction senses safely
awaken, play and intensify. Additional activities immediately
validate and strengthen each sensation. This emotionally
empowering process connects, fulfills and renews our inner
nature with the natural world's beauty, wisdom and peace. We
feel rejuvenated, more colorful and thankful and these feelings
give us support. They nurture us, they satisfy our deepest
natural wants. As we satisfy these wants we remove the stress
and dependencies that fuel our disorders.  The process triggers
green critical thinking that values natural sensory
relationships. It regenerates natural connections and community
within ourselves, others and the land. We become more
knowledgeable, more environmentally and socially responsible. We
feel better." (Cohen, 1994a).  Here's the process in action via
E-mail: Linda, an Email course member, reads her training manual
to learn what activity she and her E-mail partners, who live in
many different countries, will to do this day in their local
park, backyard or even a terrarium. As Linda begins this day's
activity, spontaneously, the delicate sparkle of a water droplet
on a fern attracts and delights her. She does additional
activities designed to reinforce this nature connected sensation
and she becomes aware of other times she has felt it.  She also
notes her past disconnections from it and the effects of the
loss. Linda goes on-line and shares with her 7-person interact
group, her thoughts, feelings and reactions from her nature
connecting experiences . She reacts to her group's and
instructors' posted nature experiences, and to their reactions
to her reactions. It's fun. She feels alive and spirited,
supported and unified by her Email partners and connections to
Earth. Her day brighter, Linda looks forward to further
connecting with people and natural places that attract her. They
gain new value and she finds new self-worth. Because she has
done the activity and knows its effects, she owns it and the
joys it can bring her and others whenever she uses it again.

New brain language-reason disconnections from the natural world
and our sentient inner nature make it difficult for us to fully
experience and express natural feelings. Disconnected and
unfulfilled, our inner nature feels stress and lackluster
causing us to excessively crave natural sensations or depend
upon artificial, excessive and often irresponsible substitutes
for them. When we want, there is never enough and that creates
runaway problems. Sensory nature-connecting activities have
shown to help reverse this phenomenon and its adverse personal
and environmental effects by offering safe, responsible, lasting
natural fulfillments. When used in conjunction with counseling
and education, the activities connect participants to the self
regulating wisdom of nature's vitality and spirit (Cohen 1994b).

A dramatic effect of this study has been for my associates and
me to accommodate any counselor or educator who desires to learn
the skills of counseling with nature. We have made this easy to
do through our self-guiding training manual, or its use in
conjunction with a free, accredited, e-mail or correspondence
home study program we sponsor internationally. In this way we
implement solutions for our findings as well as fulfill our
hearts' desire for a better world. Our course of action
addresses the underlying problem this paper identifies, the
problem expressed by D. H. Lawrence: "Oh, what a catastrophe,
what a maiming of love when it was made personal, merely
personal feeling. This is what is the matter with us: we are
bleeding at the roots because we are cut off from the earth and
sun and stars. Love has become a grinning mockery because, poor
blossom, we plucked it from its stem on the Tree of Life and
expected it to keep on blooming in our civilized vase on the

Just as this study suggests that stress from our nature
disconnected "bleeding roots" creates the insatiable wants that
cause our personal, social and environmental problems, the
guidebook and course we offer teach how to reverse our nature
disconnection problems. Uniquely, they let any interested person
master thoughtful nature reconnecting activities that dissolve
hurt and stress by satisfying our deepest natural loves, wants
and spirit. They teach hands-on education, counseling and mental
health skills that tap the "higher power" wisdom of nature's
creation process. They let tangible contact with nature nurture
responsibility, supportive interpersonal relationships and
ecological literacy.

As did the farmers in their relationship with the rats, course
participants become more enamored with the natural world and its
wise unconditional love. They also become painfully aware of how
we learn to separate from it, to abuse it and our natural selves
to the cost of our mental and environmental health. Energized by
their new sensory connections to nature in people and places,
participants learn to use bio-logic, they validate their love
for nature and they act to reverse their disconnects as well as
protect and preserve the natural environment. We find that the
process of counseling with nature offers new hope for our
troubled times.


Cohen, M.. (1995) Are You Missing the Missing Link? Proceedings
October, 1994 Conference of the Coalition for Education in the
Out Of Doors, Box 4112, Roche Harbor, Washington: World Peace
University Press.

Cohen, M. J. (1994). Well  Mind, Well Earth: 97 Environmentally
Sensitive Activities for Stress Management, Spirit and Self
Esteem, Box 4112, Roche Harbor, Washington: World Peace
University Press.

Cohen, M.. (1994a) The Distinguished World Citizen Award:
Responsible fulfillment and guidance from nature connections,
Taproots, Fall 1994,  Cortland N.Y. Coalition for Education in
the Out of Doors. .

Cohen, M.. (1994b)  Validations: The experience of connecting
with nature, (Tech. Rep. No 21), Roche Harbor WA: World Peace
University Press. Department of Integrated Ecology.

Cohen, M. (1993). Integrated Ecology: The Process of Counseling
With Nature. The Humanistic Psychologist, Vol. 21  No. 3
Washington, DC:American Psychological Association.

Cohen, M.. (1993A) Green in green (Tech. Rep. No. 18) Roche
Harbor WA: World Peace University. Department of Integrated

Cohen, M.. (1993B) Counselling with nature: catalyzing sensory
moments that let earth nurture. Counselling Psychology
Quarterly, Vol 6, No. 1, Abingdon Oxfordshire UK: Carfax

Cohen, M.. (1990). Connecting With Nature: Creating Moments That
Let Earth Teach, Portland, Oregon: World Peace University Press.

Knapp, C.  (1988) Creating Humane Climates Outdoors. Charleston,
West Virginia: ERIC/CRESS.

Lipkin R, (1995),  Bacterial Chatter,  Science News, Vol 147,
No. 9, Washington DC  Science Service Inc.

Goldman, D. (1993) Psychology's New Interest In the World Beyond
the Self, The New York Times, New York: NY, Times

Murchie, G.  (1978).  Seven Mysteries of Life, Boston,
Houghton Mifflin.

Pearce, J. (1980).  Magical Child. New York, New York: Bantam.

Rivlin R., & Gravelle, K. (1984).  Deciphering The Senses. New
York, New York: Simon and Shuster.

Rovee-Collier C. (1992) Infant memory Shows The Power of Place,
Developmental Psychology, March. Quoted in Science News, vol.
141 No. 16 p.244, Washington DC.: Science Service.

Samples, B. (1976).  The Metaphoric Mind, Reading,
Massachusetts: Addison-Wesley Publishing Co.

Sheppard, Paul (1984) Nature And Madness  San Francisco,
California: Sierra Publications.

Spelke, E. (1992) Infants Signal the Birth of Knowledge,
Psychological Review, October, 1992 as quoted in Science News,
November 14, 1992, Vol. 142 p. 325, Washington DC.: Science

Stevens, W. (1993) Want a Room With a View? The New York Times,
November 30, New York, NY.: N.Y.Times

Wynne-Edwards (1991) Ecology Denies Darwinism, The Ecologist,
May -June, Cornwall, England.

The author dedicates this article to Sunkyo Kwon whose devoted
efforts improved its clarity and  desirability.

ABOUT THE AUTHOR   Michael J. Cohen, Ed.D. founded and
coordinates Project NatureConnect, a continuing education
workshop and home study program of the University of Global
Education, a United Nations non-governmental organization, where
he chairs the Department of Integrated Ecology on San Juan
Island, Washington. For 33 years, he has established
and directed degree granting environmental outdoor education
programs for the Trailside Country School, Lesley College, and
the National Audubon Society. His 8 books and 56 articles
include the award winning Connecting With Nature which is
included in his 1993 self-guiding training manual Well Mind,
Well Earth: 97 Environmentally Sensitive Activities for Stress
Management, Spirit and Self-esteem. Dr. Cohen is the recipient
of the 1994 Distinguished World Citizen Award. Contact: Box 4112
Roche Harbor WA 98250  (206) 378-6313. Email:


                    SECTION D: RESOURCE UPDATE

|DISCLAIMER:  Our intent is to illuminate resources of use   |
|to the InterPsych community.  As timeliness, breadth and    |
|brevity are priorities, most entries have not been verified.|
|If you find any of the material contained herein to be      |
|inaccurate, please let us know. Submit all contributions    |
|to the Resource section to the IPN mailbox                  |
|(                                  |
|        Jeffry Luria, Ph.D., Editor, Resource Section       |
|                (                       |

                          * INDEX *

   A: Psychology & Support Groups Newsgroup Pointer (Part II)

   A: Neuropsych in (HIV/AIDS) list/conference
   B: InterPsych Thanatology Group

   A: Scientific American
   B: Asian Disaster Preparedness Center

                            1: NEWSGROUPS

1A: Psychology & Support Groups Newsgroup Pointer (Part II)

This Pointer will help you find the information you need
and get your questions answered much quicker than if you were
to simply crosspost to every psychology or support ewsgroup in
existence.  It is provided as a public service. Post your
article in the most appropriate newsgroup according to its

Mailing Lists that are Gatewayed to Usenet:

     bit.listserv.blindnws (m)
Chronic Fatigue Syndrome Newsletter (m)
Downs Syndrome
Computer Access for Persons w/ Disabilities
Humanistic aspects of aging
     bit.listserv.humage-l (m)
Industrial psychology
     bit.listserv.l-hcap  (m)
Psychology graduate students
Exercise & sports psychology
Traumatic brain injury
Transplant recipients
(m) = Moderated newsgroup

This Pointer is freely distributable to any other mailing
list, newsgroup, or network service provider as long as it
remains fully intact. Copyright 1995 John M. Grohol. All
rights reserved.  Send comments/questions/suggestions
regarding this newsgroup Pointer to the author
( Do =not= include this Pointer
in your reply, or it may not be read.

                            2: MAIL LISTS

2A:            neuropsych in (HIV/AIDS) list / conference
List Serve:

The purpose of this conference is to provide a forum for
communication among mental health professionals who
are engaged in clinical practice with and/or research
regarding individuals with HIV disease. The HIV/AIDS
population is somewhat unique in the degree to which
neuropsychological dysfunction is likely to result from a
combination of neurological, psychopharmacological
and psychological factors. This will not be a forum for
current debate(s) and research about the etiology
and/or prevention of AIDS.

Membership will be limited primarily to those with an
M.D., D.O., and/or Ph.D in clinical or counselling
psychology. Psychology graduate students (clinical and
counselling) and others who: (1) currently are engaged
in professional research about (and/or supervised pre-
doctoral clinical work) with individuals who have
HIV/AIDS related neuropsychological dysfunction, or
(2) otherwise have substantial demonstrable facility with
the medical and/or psychological challenges confronted
by mental health care professionals who are working
with individuals who manifest HIV-related
neuropsychiatric dysfunction will be considered for
membership on a case by case basis. As in the
university setting, pre-requisites possibly, albeit
infrequently, may be waived in exceptional cases.

Body:          E-Mail interest to above.

2B:            InterPsych Thanatology Group
List Serve:

The Thanatology Group and its thana-tology mailing list
were established to extend the activities of InterPsych
into the area of clinical thanatology.  This mailing list is
the first world-wide bringing together, by way of Internet,
of clinicians involved in the  practice and development of
clinical thanatology The purpose of this list is to provide
an international forum for for the professional discussion
of all aspects of clinical thanatology. Clinical thanatology
is broadly defined as study of all phenomena related to
death, dying, grief, and bereavement.  To allow for the
free exchange of information between professionals,
ONLY physicians, psychologists, other health care
professionals, and  graduate students in health-related
fields, may subscribe to this mailing list.

You may start the subscription process by sending me
an e-mail informing me of your desire to subscribe to the
Thanatology Mailing List.  Address your e-mail message
to me at one of the e-mail addresses below.
--Ivan Goldberg, MD

Body:          E- mail interest in joining

2C:            PSYART
List Serve:

Description: Our list is interested in the psychological
study of literature in particular, but in general any of the
arts.  We tend to be psychoanalytically focused, but we
welcome comments from any psychological orientation.
Or just talk about psychoanalysis or psychology. This is
an eclectic list whose discussions range widely.It is
moderated, at subscribers' request, to eliminate flaming,
harassment,and junk mail, as much as possible.

OWNER:         Norman N. Holland, University of Florida

Address:       Internet:
               Bitnet: listserv@nervm.bitnet
Body:          subscribe psyart yrfirstname(s)

                      3 :OTHER RESOURCES

3A:       Scientific American
Please take note of the December issue of Scientific American.
There is an excellent article on peer review of papers created
for distribution on the internet, also models for researcher/
student interaction & the expanding role of libraries as
electronic information providers. It's on page 106 and
entitled 'The Speed of Write' by Gary Stix.

3B:       Asian Disaster Preparedness Center
ADPC works to assist countries in Asia and the Pacific region
in developing their policies and capabilities related to
disaster management. The subject of traumatic stress caused by
disaster events has not been a very high priority on our
agenda, but it certainly is one of the areas in which we do
have an interest.  It may also be interesting for some of the
members of the Traumatic Stress Network to know of a new
publication published in the Philippines: "From Victims to
Survivors. Psychosocial Intervention in Disaster Management".
By Dr. Lourdes Ladrido Ignacio, M.D. and Dr. Antonio P.
Perlas, MD, M.P.H, Manila 1994 ISBN No. 971-8982-00-0.
Further information about this book can be obtained from Dr.
Lourdes Ladrido Ignacio, University of the Philippines -
Manila, Information and Publications Office, Padre Faura,
Manila, Philippines.

Gunilla Gustafs, Information Officer, Asian Disaster
Preparedness Center, Asian Institute of Technology, P.O. Box
2754, Bangkok 10501, Thailand


                        SECTION E: CALENDAR

| For free listing of your conference or event, please send us|
| the following information: dates of event, title, sponsor,  |
| location, continuing education credits (if applicable), and |
| the name, e-mail address, physical address, and phone number|
| of a contact person.  All notices should be sent by the     |
| first Friday of the month to (    |


March 23-25, The 18th Annual Congress of Psychology Students,
County Antrim, Northern Ireland. Abstract submission forms can
be obtained by writing to: Mary McClean, Dept. Behavioural and
Communication Sciences, University of Ulster at Jordonstown,
Newtownabbey, County Antrim, Northern Ireland, BT37 0QB.

March 26-28, Second Annual Meeting of the Cognitive Neuroscience
Society, San Francisco, CA, USA. All conference information is
available on the World Wide Web at:  If you do not
have access to a WWW client, send e-mail to:


April 3-7, The Tenth Biennial Conference on Artificial
Intelligence and Cognitive Science organized by the Society for
the Study of Artificial Intelligence and the Simulation of
Behavior.  Halifax Hall of Residence & Computer Science
Department, University of Sheffield,  Sheffield, ENGLAND.
Contact: Conference programme chair, John Hallam, Department of
Artificial Intelligence, University of Edinburgh, 5 Forrest
Hill, Edinburgh EH1 2QL, SCOTLAND.  Phone: + 44 31, 650 3097,
FAX: + 44 31 650 6899. (

April 6-9, 15th National Conference of the Anxiety Disorders
Association of America, Pittsburgh, PA  USA.  The theme of this
year's conference is, "Anxiety Disorders:  Impact on Quality of
Life."  Contact: Anxiety Disorders Association of American, 6000
Executive Boulevard, Rockville, Maryland 20852  USA or telephone
(301) 231-5484 or (301) 231-9350; fax (301) 231-7392.

April 7-9, The Ego, the Suffering, the End of Suffering. Paris,
France.  CONTACT: Rambana Institute for Self-Realization, P.O.
Box 131 ATLIT 30300, ISRAEL, Tel. 972.4.984.28.12  fax

April 28-30, 1995, Symposium on Software Reusability (SSR'95),
Seattle, WA, USA, Sponsored by ACM SIGSOFT. The objective of
this symposium is to provide a forum for  academics and
practitioners in the areas related to software reusability to
exchange research results, development activities, and
application experience reports. Unpublished and original
state-of-the-art and state-of-the-practice papers relevant to
the symposium themes, as well as panel and tutorial proposals,
are solicited. Contact: Mansour Zand (


May 4-5, First National Conference on Total Quality Management
in Mental Health, St. Louis, MO, USA.  Keynote speaker: Dr.
Glenn Laffel, founding editor of "Quality Management in Health
Care." For registration information, contact: Dr. Gary V.
Sluyter, Mental Health Leadership Training Program, MIMH, (314)
644-8505, (

May 11, History of Psychiatry Group: The Search for Somatic
Therapies in Pychiatry. Pittsburgh, PA, USA. Allegheny General
Hospital and Western Psychiatric Institute and Clinic. CME:
TBA.  Contact: Jason Rosenstock, M.D.,,
Western Psychiatric Institute and Clinic, 3811 O'Hara St.,
Pittsburgh, PA 15213, 412-422-0720.

May 23-25, International Conference on Research and Practice in
Attention Deficit Disorders, Jerusalem, Israel. Division of
Special Education of The Hebrew University of Jerusalem, and
B'Yahad, the Israeli national parent's education and support
organization for families of children with Attention Deficit
Disorders.  Scholarly papers are currently being solicited.  Tom
Gumpel, Ph.D., Chair, Scientific Committee, The Hebrew
University of Jerusalem, (

May 23-30, Actual and Prognosed Mental Health Disorders After
the Chernobyl Nuclear Catastrophe, Kiev, Ukraine.  Organized by
Physicians of Chernobyl Association, Academy of Medical Sciences
of Ukraine, Scientific Centre of Radiation Medicine, Ukrainian
Ministry of Public Health, Ukrainian Ministry of Affairs
Affected by Chernobyl.  Sponsored by World Health Organization,
International Consortium for Research on the Health Effects of
Radiation, Commission of European Communities. Contact:
Professor Angelina Nyagu (


June 3, Vulnerabilities Of Psychologists As Expert Witnesses,
Professional Continuing Education Program In Psychology, Arizona
Psychological Association and the University Of Arizona College
Of Medicine, Phoenix, AZ, USA. Contact: Dr. Bonnie Gray
(GRAY@MC.MARICOPA.EDU) Phone: (602) 461-7181.

June 6-15, 1995 Workshop for Nurse Researchers--Biofeedback
Bioinstrumentation: Uses in research, Seattle, WA, USA.
Sponsored by University of Washington School of Nursing
Continuing Nursing Education and Physiodata. Contact: CNE,

June 8-10, Workshop on Neural Modeling of Cognitive Brain
Disorders, Maryland, USA. The detailed workshop program,
registration and submission information are now available via
anonymous ftp. To ftp the current information: ftp; Name: anonymous; Password: your e-mail address;
cd pub/users/ruppin; get workshop_info.Z; quit; unix) uncompress

June 21-24, Twelfth Annual International Conference in
Literature-and-Psychology, University of Freiburg, Freiburg im
Breisgau (Germany). Please send your title and a 150-word
abstract to Professor Andrew Gordon at IPSA
(  Contact: Norman N. Holland

June 27-29, Summer Institute: Reconnecting At-Risk Youth,
Bellevue, WA, USA. Sponsored by University of School of Nursing
Continuing Nursing Education. Contact: CNE, 206-543-1047.


July 5-8, Tenth International Conference on Mathematical and
Computer Modelling and Scientific Computing.  Boston
Massachusetts, U.S.A.   Authors are invited to contribute their
work for presentation at the conference in the form of one-page
abstracts typed single-space before 15 January 1995.  Decisions
on selection will be promptly communicated to the authors by FAX
not later than 31 February 1995.  Abstracts may be submitted by
FAX by dialing to U.S.A.: (314)-364-3351.

July 10-13, "20th International Conference on Improving
University Teaching".  Hong Kong. For instructions on
submitting a paper or proposal and further information about
the conference, e-mail (

July 12-21, The Ninth Summer Workshop for the Development of
Intercultural Coursework at Colleges and Universities.
East-West Center.  Honolulu, Hawaii, USA. A workshop for
college and university faculty who wish to develop courses in
intercultural and international topics.  Coordinator: Richard
W. Brislin, Program on Education and Training, East-West
Center, 1777 East-West Road, Honolulu, HI 96848. Fax (808)
944-7070. (brislinr@ewc).

July 13-14, A National Conference--Forging the Future of
Advanced Practice Psychosocial Nursing, Seattle, WA, USA.
Sponsored by University of Washington School of Nursing
Department of Psychosocial Nursing. Endorsed by Association of
Advanced Practice Psychiatric Nurses. Contact: CNE,

July 13-16, Teaching Health: Therapy and Prevention for the 21st
Century, Psychology of Mind Training Institute, Cambridge, MA,
USA. NBCC credits. Contact: (, POMTI,
Postal Drawer 1100, LaConner, WA 98257, Call:  Terri Cunningham

July 17-19, Understanding the Social World: Towards an
Integrative Approach.  Huddersfield, UK.  University of
Huddersfield.  Contact: David Nightingale,
( or (

July 28-29, Infant Psychotherapy: An Overview and a Unifying
View, The Seattle Institute for Psychoanalysis, University of
Washington, Seattle, WA, USA. CONTACT: Seattle Institute for
Psychoanalysis, 4020 East Madison Street, Seattle, WA 98112,
(206) 328-5315.

July 31-August 4, The Fourth Annual Workshop for the
Development of Expertise in Cultural Diversity. East-West
Center. Honolulu, Hawaii, USA.  A program for cross-cultural
trainers who will work with newly developed training modules
in the areas of international business, health care,
counseling, mediation, leadership, and workplace diversity.
Coordinator:  Richard W. Brislin. Program on Education and
Training, East-West Center, 1777 East-West Rd., Honolulu, HI.
96848. fax (808) 944-7070. (brislinr@ewc).


August 8-11, The Society for Chaos Theory in Psychology and the
Life Sciences Fifth Annual Conference. Adelphi University,
Garden City, New York.  CONTACT: Jeffrey Goldstein, Ph.D.,
Adelphi University, Garden City, NY 11530, phone: (516)
877-4637; fax: (516) 877-4607; (


September 8-11, British Psychological Society Developmental
Psychology Section Annual Conference.  University of
Strathclyde, Glasgow.  CONTACT: Dr David Warden (CONFERENCE),
Centre for Research into Interactive Learning, Department of
Psychology University of Strathclyde, 40 George St., Glasgow G1
1QE, UK, Telephone: +44 141-552-4400 ext. 2576/4390, Fax: +44
141-552-6948, (

September 10-13, Second International Conference on Survey and
Statistical Computing, London, UK.  The Association for Survey
Computing.  Interested contributors should send a brief (maximum
500 word) abstract, including title, relevent keywords and an
indication of the the parallel session into which the paper
would best fit, to: Diana Elder. ASC, PO Box 60, Chesham, Bucks
HP5 3QH, tel/fax: 01494 793033; int: +44 1494 793033,


November 1-5, Internal Evaluation Conference: Developing a world
perspective.  The first evaluation conference. Vancouver,
Canada. Jointly sponsored by American Evaluation Assoc and
the Canadian Evaluation Soc.  Contact: John McLaughlin,
President, American Evaluation Assoc., Research and
Evaluation Branch, PO Box 6Q, Richmond Virginia 23216, (804)
371-8593 (fax).


                  SECTION F:  ANNOUNCEMENTS

                          * INDEX *



A conference, workshop, and seminar for teachers,
administrators, graduate and undergraduate students at the
University of Michigan.

Americans have few opportunities to explore in depth what is
happening in mathematics instruction in different cultures.
This program brings internationally known experts to the
University of Michigan campus to describe what is occurring in
six cultures, including countries that educate their students
to a high level of mathematics competence. Lecturers from
China, Germany, Hungary, Japan, South Africa, and the
United States will participate.  In addition to lectures,
ideas will be illustrated by examining the curricula, viewing
videotapes, and reviewing teaching materials.

The program consists of three parts:

Conference.  The three day conference is open to educators,
psychologists, administrators, graduate and undergraduate
students, and persons interested in gaining an overview of how
teachers are trained, how they teach mathematics, and what
their lives are like in different cultures.

Workshop.  The five day workshop will be devoted to intensive
presentations of contemporary teaching practices in the
various cultures.  Each lecturer will be responsible for half
a day and ample time will be allowed for interaction and

Seminar.  The five day seminar is for graduate and
undergraduate students interested in continuing the study of
the psychological aspects of mathematics instruction for an
additional week immediately following the workshop.

Conference:     June 23-25, 1995
Workshop:       June 26-30, 1995
Seminar:        July 3-7, 1995

For more information, contact: Debbie Apsley, Department of
Psychology, University of Michigan, 525 E. University, Room
1004, Ann Arbor, MI 48109, (313) 747-3924, FAX (313) 764-3520,


          Professor James Todd, Department of Psychology, Ohio
          State University

          Dr. Lance Optican, Laboratory of Sensorimotor
          Research, National Eye Institute, NIH

          Dr. Mortimer Mishkin, Laboratory of Neuropsychology,

          Larry Gillick, Dragon Systems

All Talks on Fridays at 2:30 PM; Refreshments at 2:00 PM in
Room 101, 2 Cummington Street, Boston


I am part of a multidisciplinary research and teaching group
based at the School of Nursing Studies and the Department of
Clinical Psychology at the University of Manchester in the UK.
We recently established a training course in psychosocial
interventions for serious mental illness which is open to all
the mental health professions.

The course includes a module on psychological methods for the
management of psychotic symptoms. If anyone is interested in
learning about this approach, I would recommend the following

Selwood et al (1994) Advances in the psychological management
of positive symptoms of schizophrenia. International review of
Psychiatry, 6, 201-215.

Kingdon et al (1993) Cognitive behaviour therapy of
schizophrenia: The amenability of delusions and hallucinations
to reasoning. British Journal of Psychiatry, 164, 581-587.

Tarrier et al (1993) A controlled trial of two cognitive
behavioural methods of treating drug-resistant residual
psychotic symptoms in schizophrenic patients: 1 Outcome.
British Journal of Psychiatry, 162, 524-532.

Best wishes,

Stuart Lancashire
Senior Research Fellow
School of Nursing Studies
Manchester University


                   SECTION G: EMPLOYMENT (1/2)

| This section is intended for listing current job openings|
| in positions relevant to InterPsych members.  Submissions|
| should be in the following format: 1) Position title,    |
| 2) Institution name, 3) Institution location, 4) Full    |
| description, 5) 60-character line length.                |
|      Send job postings to:      |
|            John M. Grohol, Employment Editor             |
|                     |

                         * INDEX *

     (Thunder Bay, Ontario, Canada)
     (Queensgate, Huddersfield, UK)
     (Leicester, UK)
     (Guildford, Surrey, UK)
      (Stanford, CA)
      (Tampa, FL)
      (Athens, GA)
      (Boston, MA)
      (Ann Arbor, MI)
      (St. Louis, MO)
      (Athens, OH)
      (Philadelphia, PA)

Institution:  Lakehead University, Dept. of Psychology
Location:     Thunder Bay, Ontario, Canada
The Department of Psychology at Lakehead University
invites applications for a tenure-track position in the
area of clinical psychology.  The area of specialization
as well as rank are open. The position commences on
July 1, 1995.  Qualifications include a Ph.D. in clinical
psychology, strong commitment to research and teaching,
and experience in clinical settings.  The successful
candidate will be expected to contribute to our
undergraduate, masters and new doctoral program in
clinical psychology in the form of teaching courses on
clinical topics (e.g., assessment) and thesis supervision.
Registration as a psychologist or eligibility for
registration is an asset.  Please submit a letter of
application with a description of current research
interests and future directions, a complete vita, preprints
and reprints, and three letters of reference to:
Dr. Jim Gellert, Dean of Arts and Sciences, Lakehead
University, Thunder Bay, Ontario P7B 5E1 Canada.
Applications will be accepted until the position is filled.
Lakehead University is an affirmative and equal opportunity
employer.  Women and minorities are especially encouraged
to apply.  In accordance with the Canadian immigration
requirements, priority will be given to Canadian citizens
and permanent residents.

The City of Thunder Bay has a population of 120,000 and is
situated righty by scenic Lake Superior.  It is well-
known for its relaxing summer and winter recreational
opportunities. It has nearby national parks and several
places that offer camping, canoeing and fishing by various
lakes and rivers, trails for hiking and cross-country skiing,
and slopes for downhill skiing.  There are also excellent
recreational centers for indoor activities.  The city
will be hosting the International Nordic Games this March.
For more information, please contact the departmental chair:
Dr. Ken Rotenberg, Psychology Department, Lakehead
University, Thunder Bay, Ontario P7B 5E1 Canada.
Tel: (807)343-8630; Fax: (807) 346-7734;
Institution:  University of Huddersfield,
              School of Computing and Mathematics
Location:     Queensgate, Huddersfield, UK
The research will be concerned with the design or
development of documentation (on paper or on screen) to
support users of information systems. The successful
candidate will probably have interests or experience in
one or more of the following: information systems,
human-computer interaction, user documentation,
computer-based learning. The specifics of the research
are open to some flexibility depending upon the
interests of the successful candidate.

Applications are invited from good honours graduates in
a relevant discipline for a one year rolling appointment.
The successful candidate will register for MPhil/PhD.
Bursary 5,500 pounds p.a. (tax free).

For further details telephone 01484 472356 quoting
reference B135. Written applications together with 3 copies
of your CV and 2 referees should be sent to the Research
Office, The University of Huddersfield, Queensgate,
Huddersfield HD1 3DH before 21st March 1995.
Institution:  University of Leicester, Dept. of Psychology
Location:     Leicester, UK
Collaborative learning and children's musical composition

Applicants are invited for a Leicester University funded
research studentship in the Department of Psychology. All
children are now required to compose music in the National
Curriculum, and collaborative work between pupils is an
important part of this. Very few of the growing number of
studies on social interaction and learning have dealt with
creative activities, and the present project will be one
of the first to do so. The research will investigate how
collaborative work affects the nature and quality of musical
composition with respect to developmental progression and
learning over time, and quality of group interaction.

Candidates should possess or be about to possess a good
degree in psychology, and should have interests in
developmental psychology. Experience in working with schools
and/or some expertise in music would be an advantage.
Students will receive a maintenance allowance of not less
than #4,910 pa and university fees will be waived.
Applicants must be UK or European Community nationals.

Informal enquiries to Richard Joiner (Telephone:
0116 252 2484. E-mail: ) or David
Hargreaves (Telephone: 0116 252 2484. E-mail: An application form can be obtained
from: Maureen Strange, Research Office, University of
Leicester, University Road, Leicester LE1 7RH.
Telephone 0116 252 2759. Fax: 0116 252 2028.
Completed application forms should be sent to this
address by FRIDAY 28th April, 1995.
Institution:  University of Surrey, Dept. of Psychology
Location:     Guildford, Surrey, UK
Applications are invited from students who wish to study for
a research degree (MPhil/PhD) in Psychology. The Department
of Psychology at the University of Surrey has Mode A
recognition from the ESRC, was graded 4A in the last
research assessment exercise, and is the largest centre for
postgraduate training in Psychology in the UK. The
Department is able to offer supervision leading to the
degrees of MPhil and PhD in virtually all areas of the
discipline, including developmental, cognitive, perceptual,
social, environmental, health, clinical, occupational,
organisational psychology and psychometrics. UK applicants
should have, or should expect to have, at least an upper
second class honours degree in Psychology, while overseas
applicants should have qualifications of an equivalent
standard and a good command of the English language.
Funding possibilities for MPhil/PhD students in the
Department include the following.


The Department has three Graduate Assistantships to support
students who wish to study for the degree of PhD. Two of
these three Assistantships will become vacant at the start
of the 1995/96 academic session, and applications are
invited from suitable candidates.

Each Graduate Assistantship lasts for a period of three
years. The award includes the payment of registration fees,
an annual stipend of stlg4,500, and research costs of up
to stlg500. In addition, Graduate Assistants are required
to provide 200 hours per year academic support, which
includes demonstrating, tutorial work and supervisor
research support, for which an additional salary of
stlg2,000 per annum (subject to statutory deductions)
is received.

The closing date for the receipt of applications for these
Graduate Assistantships is 7th April 1995.


The University of Surrey awards a number of full-time
Research Studentships tenable for up to three years to
candidates of exceptional ability. These studentships cover
the registration fees at the home rate and a maintenance
grant of stlg4,910 (1994/95 rate) plus a supplementary
payment of stlg1,500. Candidates for these studentships
should have, or should expect to obtain, a UK first class
honours degree, or a UK Master's degree with distinction,
or an overseas qualification of equivalent standard.

The closing date for the receipt of applications for these
Research Studentships is 26th May 1995.


The University of Surrey also awards a number of Special
Supplementary Awards to candidates of exceptional ability.
These awards, which are intended to supplement Research
Council Studentships or other forms of financial support,
are to the value of stlg1,500 per annum and are tenable
for up to three years. The conditions of eligibility and
the deadline for receipt of applications are the same as
for the University of Surrey Research Studentships
(see above).


The Department has Mode A recognition from the Economic &Social Research Council, and is willing to put forward any
suitable candidate for ESRC support. The Department has an
excellent track record in attracting ESRC research
studentships in recent years.

The closing date for the receipt of applications by the ESRC
for research studentships is 1st May 1995.

Application Procedures and Further Information

Candidates who wish to apply for any of the above should
submit a letter of application, a completed University of
Surrey MPhil/PhD application form, a copy of their cv, and
a PhD research proposal to: Dr. Martyn Barrett, Director
of Postgraduate Research Students, Department of Psychology,
University of Surrey, Guildford, Surrey GU2 5XH, UK.

Further information about the various funding possibilities
which are available for research students at the University
of Surrey, and copies of the appropriate MPhil/PhD
application forms, can be obtained from Catherine Mills,
MPhil/PhD Secretary, Department of Psychology, University
of Surrey, Guildford, Surrey GU2 5XH; Tel: 01483-300800
ext. 2873. Alternatively, candidates can E-mail Martyn
Barrett at: for further information.
Institution:  Stanford Health Services/Stanford Sleep
              Disorders Clinic
Location:     Stanford, CA, USA
The Stanford Sleep Disorders Clinic (Stanford Health
Services) has a permanent relief opportunity for a
Polysomnographic Technologist (Patient Testing
Technologist) to work Monday and Friday 10:30 pm -
9:00 am, in our Sleep Disorders Clinic.  You will
be responsible for day-to-day operations, including
sleep testing procedures and evaluations.  Requires
9+ months experience in performing sleep studies and
Polysomnographic Technologist Registration or eligibility.

We offer competitive compensation and an excellent work
environment. Please mail/Fax resume to: Peggy Mallison,
Employment & Recruitment, Stanford Health Service,
300 Pasteur Drive, Room HG005, Stanford, CA 94305
Fax: (415)723-7205.  EOE.
Institution:  University of South Florida,
              Florida Mental Health Institute
Location:     Tampa, FL, USA
The University of South Florida's Florida Mental Health
Institute (FMHI) invites applications for the position of
chairperson, Department of Community Mental Health, a
tenure-line faculty appointment. The department conducts
research, training, and consultation related to
community/public mental health services and programs as
part of the state's only research and training institute
devoted to strengthening the delivery of Florida's public
mental health services. Florida, with its diverse
population and corresponding diverse mental health needs,
is a unique laboratory for testing ideas in mental health
care services and system reform.

The University of South Florida is an urban, comprehensive
research university serving more than 34,000 students.
FMHI is one of nine colleges at USF's main campus in Tampa.
The Institute has 75 full-time faculty members and 265
other professionals and support staff.  FMHI receives


                   SECTION G: EMPLOYMENT (2/2)

approximately $11M in university funding and $6M in
contracts and grants from federal and state agencies as
well as foundations.  FMHI, a non-degree granting college,
provides internships, practicum and post-doctoral training
programs.  The pre-doctoral clinical psychology internship
program is APA accredited. FMHI's clinical service programs,
ranging from case management services to residential
treatment, are JCAHO accredited.

As an important part of its mission, the Department
maintains close collaborative relationships with the
Department of Health and Rehabilitative Services and other
state agencies, the community mental health provider network,
consumer and advocacy organizations, and a variety of other
related agencies and organizations.  Current work includes
research and training related to evaluation of mental health
services systems and programs, systems of mental health care,
substance abuse, dual diagnosis, HIV/AIDS, and
psychoeducational treatment models.  The chairperson will
supervise 6 faculty and approximately 70 staff and manage a
department budget of approximately $2.5M.

The ideal candidate will meet the academic qualifications
of the position, have knowledge of and experience in public
mental health systems, and be able to merge the university
academic mission with the applied orientation and needs of
public sector mental health systems. Applicants should
present information that displays a contribution to and
leadership in the public mental health sector; solid
academic credentials including history of publications and
presentations; the ability to combine academic and public
sector interests; history or capacity to attract grant
funding; evidence of multidisciplinary, multi-agency
collaboration; evidence of collaboration with
consumer/advocacy organizations; experience with clinical
services, preferably in a research setting; well-
established administrative skills; and the ability to
facilitate the growth of faculty and staff.  The
University and the Institute are strongly committed to
increasing the diversity of the faculty; therefore,
applications from women and members of ethnic minorities
are especially encouraged.

The Ph.D. or appropriate terminal degree is required in
psychology, public health, medicine, or other area related
to mental health.  Academic rank and salary are
commensurate with experience.  Salary range: $75,000 to
negotiable.  The appointment date is negotiable with
anticipated start date in Summer, 1995.
Twelve-month appointment.

Send letter of application, vita, and names and addresses
of three references by April 1, 1995 to:
Catherine Batsche, Ph.D., Associate Dean, Florida Mental
Health Institute, University of South Florida,
Tampa, FL  33612-3899.   Phone: (813)974-1990

According to Florida law, applications and meetings
regarding the same are open to the public. Applicants who
need a reasonable accommodation in order to participate in
the selection process much notify Cynthia Stark at:
(813)974-1991 or at the address above at least 5 days in
advance.  The University of South Florida is an Equal
Opportunity/Equal Access/Affirmative Action Institution.
Institution:  Univ. of Georgia, Counseling & Testing Center
Location:     Athens, GA, USA
DESCRIPTION:  This position requires an individual with
skills and interest in career development to coordinate
career counseling services.  The person must also be a
generalist with skills in individual and group counseling,
supervision, assessment, outreach and consultation
appropriate for a university population.

QUALIFICATIONS:  The successful candidate will have a
doctorate or ABD in Counseling Psychology or a counseling
related field, the ability to establish positive working
relationships with members of the University community,
and a diverse professional background.  An APA
internship or equivalent, with eligibility for licensure
in Georgia strongly preferred.

APPOINTMENT:  August 1, 1995 (Negotiable).  Twelve-month
full-time appointment.  Competitive salary.

The Counseling and Testing Center at the University of
Georgia is one of twelve departments within Student Affairs.
The University of Georgia, the capstone institution of the
University System of Georgia, is a land-grant institution
with an enrollment of approximately 29,500 students.  The
University is located in Athens, Georgia, approximately
sixty-five miles from Atlanta and in close proximity to a
myriad of cultural and recreational activities.  The Center
provides comprehensive counseling and testing services
to the University community.  These services include
personal and career counseling, developmental groups,
outreach programming, career exploration services,
consultation services, minority and non-traditional
student services, national and university-wide test
administration, and test scoring and analysis services.
The Center is fully accredited by the International
Association of Counseling Services and the pre-doctoral
internship program is fully accredited by the
American Psychological Association.

APPLICATIONS:  Interested persons should send a letter of
application, vita, and the names of four references by
April 21, 1995 to: Steve D. Brown, Ph.D., Director,
Counseling and Testing Center, Clark Howell Hall,
University of Georgia, Athens, GA  30602-3333

Nominations of and applications from minority candidates
are strongly encouraged.  UGA is an Equal Opportunity/
Affirmative Action Institution.
Institution:  University of Massachusetts at Boston,
              Graduate College of Education
Location:     Boston, MA, USA
The Graduate College of Education at University of
Massachusetts at Boston seeks a person to teach in and
coordinate a new track in its Doctoral program. The
Leadership in Urban Schools track is for change oriented
educators working primarily in urban elementary and
secondary schools and settings that serve multiracial
and linguistic minority communities.

Candidates must have an earned doctorate, significant
experience working with urban schools and with racially
and culturally diverse communities, and graduate level
teaching experience, preferably at the doctoral level.
Evidence of scholarly productivity in a relevant
area and the ability to coordinate and develop a program
is essential. The successful candidate should be able to
teach courses in the doctoral track in Higher Education
Administration and the Master's/CAGS program
in Educational Administration as well.

This is a full-time tenure track position. Interested
candidates should send a detailed letter describing their
interests and qualifications for this position, a
curriculum vita and three references to: Search Commitee,
Doctoral Program in Edutcation, Graduate College of
Education, University of Massachusetts Boston,
100 Morrissey Blvd., Boston, MA  02125-3393.

An affirmative action, equal opportunity,
Title IX employer.
Institution:  University of Michigan, Dept. of Psychiatry
Location:     Ann Arbor, MI, USA
The Department of Psychiatry at the University of Michigan
is offering the first fellowship in Psychiatric Informatics
in America.  Begun in 1994, the two year fellowship is
designed to teach the principles of informatics, as well as,
foster research in the applications of informatics in
Psychiatry. The fellowship offers during it's first year
participation in a didactic survey course  which will
provide an overview of informatics by members of the
University of Michigan Medical School, University of
Michigan Medical Center (UMMC), School of Library and
Information Sciences, School of Engineering, School of
Business, School of Public Health, and School of Nursing.
Core topics will include library information systems,
database management, medical decision making,
telecommunication, and multimedia applications.

Further, training will involve both psychiatric information
services (PIS) and research.  The PIS will deal with issues
concerning "mission critical" information needed in the
management of a department of psychiatry.  This will
entail issues of scheduling, finance, management, outcome
data , etc.   The applicant will focus on the delineation
of a specific project that impacts on the functioning of
the department or one of the divisions within the
department.  This will be identified and developed during
the fellowship.

Current research areas of our group are:
- Multimedia: We are engaged in creating the Digital
  Library of Psychopathology (DLOPP), as well as studying
  the different ramifications of such a library including
  the creation of standards, forming educational
  materials,  legal and ethical implications;
- Networks and communication: We are involved in exploring
  and expanding how psychiatric information can be safely
  communicated across local computer networks as well as
  networks, such as the Internet;
- Telemedicine: We are facilitating the creation of the
  UMMC Telemedicine Network for the University of Michigan
  Medical School and Medical Center;
- Organization and System Implications of Information
  Technology:  We are exploring the many implications that
  information technology will have throughout psychiatry
  in all relevant areas including clinical care,
  education, research, and administration and policy making.

Applicants must have completed a credentialed program in
psychiatry and be eligible for or board certified in
psychiatry.  Preference will be shown to those with well
developed computer skills and those with facilitation and
an interest in computers and information technology.  The
University of Michigan is an equal opportunity employer.

The head of the Psychiatric Informatics Program is
Dr. Norman Alessi and the first & current fellow is
Dr. Milton Huang. We can be contacted at: University of
Michigan Hospitals, Department of Psychiatry,
1500 E. Medical Center Drive, Box 0390, Ann Arbor,
MI 48109-0390. E-mail:
Phone: (313)763-2015; Fax: (313)936-8907
Information is also available on our homepage:
Institution:  Washington University School of Medicine,
              Dept. of Cell Biology & Physiology
Location:     St. Louis, MO, USA
cellular and biochemical properties of prion proteins,
which play a key role in the pathogenesis of several
neurodegenerative diseases in humans and animals,
including Creutzfeldt-Jakob disease, kuru, and scrapie.
Qualifications include a Ph.D. or M.D. degree, with interest
and experience in cell biology, biochemistry, or
neuroscience.  The position would expose the candidate to
a variety of modern research techniques, and would also
allow extensive contact with the Department of Neurology
and the Alzheimer's Disease Research Center at the medical
school.  Please send a curriculum vitae, a statement of
research interests and experience, and the names and
addresses of three references to: David A. Harris, M.D.,
Ph.D., Dept. of Cell Biology and Physiology, Washington
University School of Medicine, 660 So. Euclid Ave.,
St. Louis, MO 63110 USA. E-mail:
Tel: 314-362-4690; Fax: 314-362-7463
Institution:  Ohio University, Psychology Dept.
Location:     Athens, OH, USA
Position with NIH funded clinical trial evaluating
cognitive-behavior therapy and antidepressant medication
for the management of chronic tension headaches. Good
writing and administrative skills, ability to work
independently, and interest in clinical research  important.
Experience with cognitive-behavioral or behavioral
treatments and with the assessment & management of pain
disorders (particularly headache disorders)  valuable.
Responsibilities include brief cognitive-behavioral therapy,
administration of study protocol, scientific writing and
development of future research projects.  Salary to $36,000
depending on experience plus attractive benefit package.
Send application materials (resume & two letters of
reference) to: Kenneth A. Holroyd, Ph.D., Psychology
Department, Ohio University, Athens, OH 45701-2979
Contact Dr. Holroyd at (614)593-1707 voice, 0579 fax or
for additional information.
Institution:  Psychological Services Group, Inc.
Location:     Philadelphia, PA, USA
Psychological Services Group, Inc. is looking for another
full time clinical psychologist. We are looking for a Ph.D.
or Psy.D. who is licensed or licenesed eligible in
Pennsylvania. Behavioral Medicine experience is an
advantage.  Personal computer(IBM compatible) familiarity
and skills are also an advantage.

We are a group practice providing services in medical
settings. This position has professional responsibilities
in direct service delivery in our medical settings as well
as consultations to Physical Medicine, Orthopedics, and
Anesthesiology.  We are involved in several chronic pain
treatment centers. Some local travel will be necessary.

We offer competitive salary and benefits. For more
information E-mail us at:
or fax us at: (215)628-4229.


                      SECTION H: LETTERS



Somehow I got lost in the discussion of the boundaries and
function of these lists, super- and sub-. I joined four lists,
some of which produce redundant messages; but the value I get
from "reading my mail" is a sense of collegiality that is
impossible to obtain on a regular basis outside of an academic or
large hospital/clinic setting. I would hate to lose that in the
name of "science" or other construct. I do believe I am bright
enough to sort through the "junk" and pull out the gems. It's
easy enough to skip messages that are either redundant, silly,
boring, or whatever.

Please, I don't know any of you well enough to want you to be the
arbiters of my associates. Div12net has established credentials;
the other lists limit membership somewhat by virtue of their
topics. The traffic in joining and leaving seems equally
balanced. Those who wish to include erudite scientific articles
are free to do so. Those who wish to comment from experience,
wisdom, or curiosity add spice to the mix. Leave this part the
way it is. If you wish to establish an elite list with limited
membership, please feel free; but don't hinder my opportunities
to converse on topics of interest to me as a
professional and a person. I am sure we can all behave civilly


Thank you for your interesting editorial.  I too wondered about
the policy of excluding certain populations, particularly if
people simply wanted to lurk and learn.  Seems to me that (just
as in the real world) if a list moderator considered a certain
person's questions or input as irrelevant to the level of
discussion, s/he could just say so.  That would be punishing
enough to stop most unwanted behavior.

How might novices learn from the pros if they are excluded?
List-owner's suggestion to start a grad-student/intern discussion
group was not useful: that's who we talk to all day long, except
in consult with our elders.  Those of us who want to learn more,
respectfully, are frustrated at every turn.  So OK, I guess we
have to make up the knowledge among ourselves as we go?

As for scholarliness--sometimes one's credentials in psychology
do not reflect the level of scholarly attainment or involvement
in general, the level of understanding of scholarly endeavor or
process.  I, for instance, have a doctorate in an unrelated field
(1981, U/Cal) and have been involved in academic research,
writing and editing for 20 years, off and on.  But it was always
interdisciplinary and in the humanities, for the most part.  The
ability to find information, critique reasoning, match levels of
discourse appropriately, follow schools of thought and give
credit where credit is due is not diminished by having returned
to school in middle age to obtain a "mere" MA in therapeutic
psychology.  In fact, I've added a fair smattering of critical
thinking with regard to ideas expressed statistically.  It hurts
to be excluded from a list for lack of academic probity, in this

On the other hand, if a list-owner can't judiciously control the
level of discourse except by exclusion of potential contributors
(even those who do not intend to activate that potential), maybe
said list is meant to be a playing field for the old-boy system,
and would be of little interest to anyone else.  (Yes, that *is*
a sour-grapes attitude.  I'm not proud of it...).

Madelon Bolling  (