________________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ 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 Section B: INTERPSYCH AND SIG UPDATE 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 Section D: RESOURCE UPDATE 1: NEWSGROUPS Psychology & Support Groups Newsgroup Pointer (Part II) 2: MAILISTS Neuropsych in (HIV/AIDS) list/ conference InterPsych Thanatology Group PSYART 3: OTHER RESOURCES Scientific American Asian Disaster Preparedness Center Section E: CALENDAR Section F: ANNOUNCEMENTS 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 Symptoms Section G: EMPLOYMENT Section H: LETTERS ________________________________________________________________ INTERPSYCH NEWSLETTER STAFF ________________________________________________________________ Editor-in-Chief: Sean P. Sullivan Managing Editors: Sunkyo Kwon Joseph Plaud Documents manager: Ric Ferraro ---------------------------Editors------------------------------ 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: listserv@netcom.com with the body of the message: SUBSCRIBE INTERPSYCH-WATTAGE. 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 Newsletter. 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 (udipn@badlands.nodak.edu). 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 (ssulliva@opal.tufts.edu). _______________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ SECTION A: NEWS ********* * INDEX * ********* 1. UPDATE OF MOVE TO NETCOM 2. IRC CONFERENCE ON SCHIZOPHRENIA TREATMENT 3. IRC CONFERENCE OF PARTIAL RESPONSE TO TREATMENT OF CHRONIC DEPRESSION 4. IPN NORTH DAKOTA LISTSERVICE MOVED TO NETCOM ================================================================ 1. UPDATE ON MOVE TO NETCOM ================================================================ 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] ================================================================ 3. IRC CONFERENCE ON SCHIZOPHRENIA TREATMENT ================================================================ 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] =============================================================== 4. IRC CONFERENCE ON PARTIAL RESPONSE TO TREATMENT OF CHRONIC DEPRESSION =============================================================== 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] =============================================================== 5. IPN NORTH DAKOTA LISTSERVICE MOVED TO NETCOM =============================================================== 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] ________________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ SECTION B: INTERPSYCH AND ELECTRONIC FORUM UPDATE ********* * INDEX * ********* 1. IP 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. IPN POSITIONS AVAILABLE 4. NEW "BEST OF INTERPSYCH" SECTION PLANNED =============================================================== 1. IP UPDATE =============================================================== 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 communicate. 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 (interpsych-registrar@netcom.com) 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] =============================================================== 2. ELECTRONIC FORUM UPDATE =============================================================== 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 =============================================================== 3. POSITIONS AVAILABLE AT THE INTERPSYCH NEWSLETTER =============================================================== 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 (ssulliva@opal.tufts.edu). 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. =============================================================== 4. NEW "BEST OF INTERPSYCH" SECTION PLANNED =============================================================== 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 (udipn@badlands.nodak.edu). Please include either a "Best of IP" subject heading or put a note to this effect in the body of the message. ________________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ 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 ( udipn@badlands.nodak.edu. | ----------------------------------------------------------- ********* * INDEX * ********* 1. CALLS FOR COLLABORATORS/INFORMATION 2. COUNSELING AND NATURE: A GREENING OF PSYCHOTHERAPY by Michael J. Cohen ================================================================ 1. CALLS FOR COLLABORATORS/INFORMATION ================================================================ 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 (udipn@badlands.nodak.edu). a. CALL FOR COLLABORATORS 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 address. b. REQUEST FOR INFORMATION 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. ________________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ SECTION C: RESEARCH (2/3) COUNSELING AND NATURE: A GREENING OF PSYCHOTHERAPY Michael J. Cohen University of Global Education ABSTRACT 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 effects. INTRODUCTION 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 categories. 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 hole. 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. OLD-BRAIN AND NEW-BRAIN THINKING )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? SUMMARY AND DISCUSSION )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 pollution. 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 signals. ________________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ SECTION C: RESEARCH (3/3) (CONTINUED...COUNSELING AND NATURE: A GREENING OF PSYCHOTHERAPY) RECOMMENDATIONS: THE USE OF NATURE-RECONNECTION ACTIVITIES 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 them. 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 world. 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 places. 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. CONCLUSION 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 table." 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. REFERENCES 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 Ecology. Cohen, M.. (1993B) Counselling with nature: catalyzing sensory moments that let earth nurture. Counselling Psychology Quarterly, Vol 6, No. 1, Abingdon Oxfordshire UK: Carfax Publishing. 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, Massachusetts: 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 Service. 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: MJCohen@AOL.com ______________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ______________________________________________________________ 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 | |(upipn@badlands.nodak.edu) | | Jeffry Luria, Ph.D., Editor, Resource Section | | (jluria@pipeline.com) | ------------------------------------------------------------ ********* * INDEX * ********* 1: NEWSGROUPS A: Psychology & Support Groups Newsgroup Pointer (Part II) 2: MAILISTS A: Neuropsych in (HIV/AIDS) list/conference B: InterPsych Thanatology Group C: PSYART 3: OTHER RESOURCES 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 topic. Mailing Lists that are Gatewayed to Usenet: Autism bit.listserv.autism Blindness bit.listserv.blindnws (m) Chronic Fatigue Syndrome Newsletter (m) bit.listserv.cfs.newsletter Deafness bit.listserv.deaf-l Downs Syndrome bit.listserv.down-syn Computer Access for Persons w/ Disabilities bit.listserv.easi Humanistic aspects of aging bit.listserv.humage-l (m) Industrial psychology bit.listserv.ioob-l Handicap bit.listserv.l-hcap (m) Psychology graduate students bit.listserv.psycgrad Exercise & sports psychology bit.listserv.sportpsy Traumatic brain injury bit.listserv.tbi-support(m) Transplant recipients bit.listserv.transplant -------------------------------------------------------------- (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 (grohol@alpha.acast.nova.edu). 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: List Serve: eliot@netcom.com 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. SUBSCRIPTION INFORMATION: Address: eliot@netcom.com Body: E-Mail interest to above. 2B: InterPsych Thanatology Group ---------------------------- List: thana-tology@netcom.com 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 SUBSCRIPTION INFORMATION: Address: psydoc@netcom.com Body: E- mail interest in joining 2C: PSYART ------ List: psyart@nervm.nerdc.ufl.edu psyart@nervm.bitnet List Serve: listserv@nervm.nerdc.ufl.edu listserv@nervm.bitnet 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 SUBSCRIPTION INFORMATION: Address: Internet: listserv@nervm.nerdc.ufl.edu Bitnet: listserv@nervm.bitnet Body: subscribe psyart yrfirstname(s) yrlastname ============================================================== 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 ________________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ 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 (udipn@badlands.nodak.edu). | ------------------------------------------------------------- *MARCH* 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: http://neuroscience.ucdavis.edu/CNS/CNS.html. If you do not have access to a WWW client, send e-mail to: fabatt@ucdavis.edu *APRIL* 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. (john@aifh.edinburgh.ac.uk). 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 972.4.984.26.63. 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 (zand@unocss.unomaha.edu). *MAY* 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, (MIMHGary@Mizzou1.Missouri.edu). 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., jasonr@vms.cis.pitt.edu, 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, (TGUMPEL@vms.huji.ac.il). 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 (abondar@gluk.apc.org). *JUNE* 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, 206-543-1047. 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 ftp.cs.umd.edu; Name: anonymous; Password: your e-mail address; cd pub/users/ruppin; get workshop_info.Z; quit; unix) uncompress workshop_info.Z. 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 (agordon@nervm.nerdc.ufl.edu). Contact: Norman N. Holland (nnh@nervm.nerdc.ufl.edu). 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* 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 (iut@umuc.umd.edu). 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, 206-543-1047. July 13-16, Teaching Health: Therapy and Prevention for the 21st Century, Psychology of Mind Training Institute, Cambridge, MA, USA. NBCC credits. Contact: (gordon@well.sf.ca.us), POMTI, Postal Drawer 1100, LaConner, WA 98257, Call: Terri Cunningham (800)781-2066. July 17-19, Understanding the Social World: Towards an Integrative Approach. Huddersfield, UK. University of Huddersfield. Contact: David Nightingale, (social-conference@hud.ac.uk) or (D.J.Nightingale@hud.ac.uk). 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* 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; (goldstein@sable.adelphi.edu). *SEPTEMBER* 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, (CHHS47@ccsun.strath.ac.uk). 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, (asc@sx.ac.uk). *NOVEMBER* 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). ______________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH,1994 ______________________________________________________________ SECTION F: ANNOUNCEMENTS ********* * INDEX * ********* 1. THE PSYCHOLOGY OF TEACHING MATHEMATICS: AN INTERNATIONAL PERSPECTIVE 2. SPRING 1995 COLLOQUIUM SERIES: CENTER FOR ADAPTIVE SYSTEMS AND DEPARTMENT OF COGNITIVE AND NEURAL SYSTEMS BOSTON UNIVERSITY 3. PSYCHOLOGICAL MANAGEMENT OF PSYCHOTIC SYMPTOMS ============================================================== 1. THE PSYCHOLOGY OF TEACHING MATHEMATICS: AN INTERNATIONAL PERSPECTIVE ============================================================== 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 discussion. 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, E-mail apsley@umich.edu ============================================================== 2. SPRING 1995 COLLOQUIUM SERIES: CENTER FOR ADAPTIVE SYSTEMS AND DEPARTMENT OF COGNITIVE AND NEURAL SYSTEMS BOSTON UNIVERSITY ============================================================== March 24: ON THE GEOMETRY OF PERCEIVED SPACE Professor James Todd, Department of Psychology, Ohio State University April 7: HOW DOES THE BRAIN GENERATE SENSORY-MOTOR BEHAVIOR? A COMPUTATIONAL FIELD THEORY FOR CONTROLLING RAPID EYE MOVEMENTS Dr. Lance Optican, Laboratory of Sensorimotor Research, National Eye Institute, NIH April 21: PARALLEL CEREBRAL MEMORY SYSTEMS Dr. Mortimer Mishkin, Laboratory of Neuropsychology, NIMH April 28: STATISTICAL METHODS IN LARGE VOCABULARY CONTINUOUS SPEECH RECOGNITION Larry Gillick, Dragon Systems All Talks on Fridays at 2:30 PM; Refreshments at 2:00 PM in Room 101, 2 Cummington Street, Boston ============================================================== 3. PSYCHOLOGICAL MANAGEMENT OF PSYCHOTIC SYMPTOMS ============================================================== 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 references: 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 UK. (SLANCASH@FS1.NU.MAN.AC.UK) ____________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ____________________________________________________________ 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: udpin@badlands.nodak.edu | | John M. Grohol, Employment Editor | | grohol@alpha.acast.nova.edu | ----------------------------------------------------------- ********* * INDEX * ********* ============================================================ OUTSIDE THE U.S. ============================================================ 1: PROFESSOR, CLINICAL PSYCHOLOGY, TENURE-TRACK (Thunder Bay, Ontario, Canada) 2: RESEARCH STUDENTSHIP - USER DOCUMENTATION (Queensgate, Huddersfield, UK) 3: RESEARCH STUDENTSHIP (Leicester, UK) 4: GRADUATE ASSISTANTSHIPS 5: UNIV. OF SURREY RESEARCH STUDENTSHIPS 6: UNIV. OF SURREY SUPPLEMENTARY AWARDS 7: ESRC RESEARCH STUDENTSHIPS (Guildford, Surrey, UK) ============================================================ UNITED STATES OF AMERICA (USA) ============================================================ 8: POLYSOMNOGRAPHIC TECHNOLOGIST (Stanford, CA) 9: CHAIRPERSON, DEPT. OF COMMUNITY MENTAL HEALTH (Tampa, FL) 10: COUNSELING PSYCHOLOGIST (Athens, GA) 11: PROFESSOR, LEADERSHIP IN URBAN SCHOOLS, TENURE-TRACK (Boston, MA) 12: PSYCHIATRIC INFORMATICS 2-YEAR FELLOWSHIP (Ann Arbor, MI) 13: PRION DISEASE RESEARCH FELLOWSHIP (St. Louis, MO) 14: ADJUNCT ASSISTANT RESEARCH PROFESSOR (Athens, OH) 15: CLINICAL PSYCHOLOGIST, FULL-TIME (Philadelphia, PA) ============================================================ 1: PROFESSOR, CLINICAL PSYCHOLOGY, TENURE-TRACK 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; E-mail: kjroten@flash.lakeheadu.ca ============================================================ 2: RESEARCH STUDENTSHIP - USER DOCUMENTATION 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. ============================================================ 3: RESEARCH STUDENTSHIP 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: RWJ1@Leicester.ac.uk ) or David Hargreaves (Telephone: 0116 252 2484. E-mail: DJH@Leicester.ac.uk). 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. ============================================================ 4: GRADUATE ASSISTANTSHIPS 5: UNIV. OF SURREY RESEARCH STUDENTSHIPS 6: UNIV. OF SURREY SUPPLEMENTARY AWARDS 7: ESRC RESEARCH STUDENTSHIPS 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. 4: GRADUATE ASSISTANTSHIPS 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. 5: UNIV. OF SURREY RESEARCH STUDENTSHIPS 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. 6: UNIV. OF SURREY SUPPLEMENTARY AWARDS 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). 7: ESRC RESEARCH STUDENTSHIPS 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: pss1mb@surrey.ac.uk for further information. ============================================================ 8: POLYSOMNOGRAPHIC TECHNOLOGIST 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. ============================================================ 9: CHAIRPERSON, DEPT. OF COMMUNITY MENTAL HEALTH 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 ____________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ____________________________________________________________ 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. ============================================================ 10: COUNSELING PSYCHOLOGIST 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. ============================================================ 11: PROFESSOR, LEADERSHIP IN URBAN SCHOOLS, TENURE-TRACK 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. ============================================================ 12: PSYCHIATRIC INFORMATICS 2-YEAR FELLOWSHIP 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: norman.alessi@med.umich.edu milton.huang@med.umich.edu Phone: (313)763-2015; Fax: (313)936-8907 Information is also available on our homepage: http://www.med.umich.edu/psychiatry/informatics.html ============================================================ 13: PRION DISEASE RESEARCH FELLOWSHIP Institution: Washington University School of Medicine, Dept. of Cell Biology & Physiology Location: St. Louis, MO, USA ============================================================ PRION DISEASE RESEARCH FELLOWSHIP available to study the 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: dharris@cellbio.wustl.edu Tel: 314-362-4690; Fax: 314-362-7463 ============================================================ 14: ADJUNCT ASSISTANT RESEARCH PROFESSOR 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 E-Mail: Holroyd@email1.msmail.ohiou.edu for additional information. ============================================================ 15: CLINICAL PSYCHOLOGIST, FULL-TIME 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: rebecker@netaxs.com or fax us at: (215)628-4229. ________________________________________________________________ VOLUME 2, ISSUE 4 THE INTERPSYCH NEWSLETTER MARCH, 1995 ________________________________________________________________ SECTION H: LETTERS COMMENTS ON "KILL ME - I'M USEFUL! RECONSTRUCTING THE REAL WORLD IN CYBERSPACE" (IPN Vol.2, Iss.3) LETTER #1: 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 LETTER #2: 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 case. 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 (mbolling@seattleu.edu)