Analyze This! Providence College Department of Psychology - VOLUME 21, ISSUE 2 - Psychology | Providence College
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VOLUME 21, ISSUE 2 Spring 2020
Providence College Department of Psychology
Analyze This!
May 4, 2020
PSYCHOLOGY DEPARTMENT NEWSLETTER 1
VOLUME 21, ISSUE 2 Spring 2020
Table of Contents
Analyze This! 1
Joe Neurotic: Personality disorders and the Law in Tiger King 3
The Role of Kindness in Advocacy 6
The Eye of the Beholder 7
Stories from a Fly on the Wall of Rhode Island Hospital 8
Rethinking Challenge 10
Inside NAMI: My Internship Experience 12
Neuropsychology Welcomes Mindfulness 13
An Interactive Way to Learn 15
Unexpected Opportunities 17
A Senior’s Perspective 18
Ending the Stigma by Educating the Youth 21
Studying Abroad as a Psych Major 23
Changing how we Think About the COVID-19 Pandemic 25
Going digital: Celebrating Research Online 27
Faculty Notes 27
Letter from the Editors 31
Letter from the Faculty Advisor 32
Helpful Resources 32
PSYCHOLOGY DEPARTMENT NEWSLETTER 2
VOLUME 21, ISSUE 2 Spring 2020
Joe Neurotic: Personality
Disorders and the Law in Tiger
King
by Patrick Fuller
For many of us, the COVID-19 pandemic has
been filled with social isolation, excessive
handwashing, and Zoom classes. While students and
faculty work hard to make remote learning the new
reality, platforms like Netflix offer an escape from
the many stresses of quarantine. I recently
overcame my reluctance with the encouragement of
my girlfriend, blowing through all seven episodes of
the number one show on Netflix in the United
States: Tiger King: Murder, Mayhem, and Madness. I
will attempt to avoid any spoilers in this article, but
if you plan on watching the show, I suggest you
proceed cautiously.
Generally, Tiger King f ollows the cult of big cat owners and/or illegal breeders
throughout the United States of America. From Bhagavan “Doc” Antle’s Myrtle Beach Safari
in South Carolina, to Joe Exotic’s G.W. Zoo in Oklahoma, to Carole Baskin’s Big Cat Rescue
in Tampa, Florida, the show gathers a cast so unique it could be mistaken as a fictional
series. The crime-drama docuseries focuses especially on the character of Joe Exotic and
his unceasing feud against Carole Baskin, a self-proclaimed big cat activist who waged legal
war against Exotic. Yet, from the very beginning, I could tell Tiger King was not going to be
an indifferent, emotionless retelling a la Truman Capote’s In Cold Blood. The plot of the
show is not its hooking point. The eccentric, larger-than-life characters are the real bait
for consumers.
Not unlike the big cat zoo employees, I became captivated by the abnormality of
Exotic, Baskin, and Antle. Exotic, especially, was a mythical creature: a homosexual man
from Oklahoma who shot guns at explosives, participated in polygamy, and, of course,
owned a zoo full of exotic animals. Baskin, too, lives in a house full of big cat décor, has a
troubled past, and is tied up in her ex-husband’s murder case. Meanwhile, Antle holds a
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VOLUME 21, ISSUE 2 Spring 2020
Chinese medicine degree, has an indeterminable number of “lovely girls” who act as wives
and dressed-up zoo employees, and was previously named “Kevin.”
You really have to see the show for yourself to appreciate each character’s
eccentricities, but eccentricities do not necessarily presume psychological abnormalities.
Over the course of the show, however, I observed behavior which could undoubtedly point
to psychological diagnoses. It is important to remember that I am a third-year
undergraduate psychology major with minimal exposure to abnormal psychology. Any
observations made here are completely speculative in nature and should not be the basis of
any real psychological diagnosis.
Despite their differences, Exotic, Baskin, and Antle all share an ability to target and
exploit the vulnerable. According to the testimonials of big cat owners throughout the
show, owning these large animals comes with a great deal of power. Whether the big cats
give the power, or grandiosely powerful individuals buy big cats, is hard to flesh out. The
fact of the matter is that Joe Exotic recruited zoo employees straight out of prison. In some
cases, he met lost wanderers at the local interstate bus stop. He used the allure of big cats,
along with meth in some cases, to become a new support system for those feeling hopeless
and unwanted. In the case of his ex-husbands, Travis Maldonado and John Finlay, Exotic
used meth, guns, and cats to confuse their sexual orientation; multiple employees testified
that neither Maldonado nor Finlay said they were gay.
What originally started as Exotic’s genuine love for big cats became an instrument
for manipulation and employee subjugation. Rick Kirkham, a documentarian sent to film a
reality show at Exotic’s G.W. Zoo, recalled how Exotic spent all night watching the
introduction to his own show—Exotic, donned in a crown and royal robe, sitting in the
middle of a tiger cage on a massive throne. To Exotic and his employees, the zoo became
more of a stage where he could be the star of the show rather than a place to safely
preserve endangered species. Over the course of his legal battle with Baskin, he became
self-absorbed to the point of neglecting his employees, his animals, and his personal
relationships. His delusions of grandeur even led him to run for President of the United
States and Governor of
Oklahoma.
Baskin, too, runs Big Cat Rescue,
a supposed wild-life refuge that
looks a lot like Exotic’s G.W. Zoo.
She employs a crew of fanatics
for free, working them through
holidays and inhumane hours.
She also became absorbed in the
legal fiasco over G.W. Zoo,
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dumping millions of dollars and countless hours into the unending feud.
Antle exploits young girls, forcing them to live in cockroach-infested quarters, work
long hours, get breast implants, and sleep with him to get time off. His new name,
Bhagavan, literally means “the blessed or fortunate one,” in Hinduism.
Antle and Exotic especially stood out as psychologically abnormal. Both appeared to
exhibit many of the characteristics of Narcissistic Personality Disorder. According to the
Mayo Clinic, Narcissistic Personality Disorder is a mental condition in which people have
an inflated sense of their own importance, a deep need for excessive attention and
admiration, troubled relationships, and a lack of empathy for others. Many areas of life
become affected including relationships, work, school, and financial affairs. Other
symptoms include preoccupation with fantasies about success, power, brilliance, beauty, or
the perfect mate, belittling those perceived as inferior, expecting compliance with
expectations, taking advantage of others to get what is wanted, being envious of others,
and having difficulty regulating emotions and behavior.
From the short list of behaviors I observed from Exotic especially, including his
self-absorption, self-worship, maladaptive relationships, lack of empathy, unbending
expectations for employee loyalty, envy of competitors, and dramatic mood swings, I can
hypothesize that he might have Narcissistic Personality Disorder.
Now, I came to this hypothesis after wondering how the court of law could let Joe
Exotic take the stand, testify, and serve jail time for the attempted murder of Carole Baskin.
I thought that the court would find him not guilty on the basis of insanity. Apparently, the
court’s relationship with personality disorders is complicated. According to researchers in
the scientific journal Dialogues in Clinical Neuroscience, “Although there is some argument
to the contrary, within the criminal justice system, there has been a strong push to exclude
personality disorders, specifically ASPD, from the type of mental illnesses potentially
significant enough to warrant exculpation of fault or consideration of decreased criminal
responsibility,” (Johnson & Elbogen, 2013). In other words, personality disorders are not
typically used to absolve criminal defendants on the basis of insanity.
The distinction between personality disorders and more severe mental illnesses in
the legal system is a topic of great debate. Personality disorders are not well accepted as
significant mental illnesses in the legal system because their incidence is high in criminal
defendants, they are usually comorbid with other psychopathology, and it is hard to
determine where on a trait continuum constitutes mental illness (Johnson & Elbogen, 2013).
Furthermore, treatment is difficult, sufferers do not self-define symptoms as illness, and
personality disorders are rarely viewed as removing an individual’s capacity to make a
choice.
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Regardless of the legal restrictions surrounding personality disorders in the court of
law, I could not help but think the trial of Joe Exotic could have benefited from a
psychological consultation. Although there is jury bias against defendants diagnosed with
personality disorders, simple administration of the Minnesota Multiphasic Personality
Inventory (MMPI) could have been tremendously informative in explaining the erratic,
irrational behavior of Joe Exotic. Although the MMPI is not a diagnostic tool by any means,
it may have provided valuable insight into the mind of the Tiger King, aiding his defense.
The Role of Kindness in Advocacy
by Alex Baker
This year I was presented with an incredible opportunity to take on an internship at
Day One: Rhode Island’s Sexual Assault and Domestic Advocacy Center. At my interview, I
was told that I would become a member of the Adult Advocacy Team. When asked if I had
any questions, my only one was “what is an adult advocate?” As it turns out, I was the
advocate, and the survivor was the adult. If anyone in the state of Rhode Island goes to a
hospital as a result of a sexual assault or domestic violence incident, they have the option
to request an advocate from Day One to assist them throughout their time there. A contact
person from the facility, usually a social
worker, calls the advocate on duty and the
advocate then meets with the survivor.
Starting last October, I spent my
Wednesdays waiting by the phone to get a
call. I was extensively trained for the job
and excited to finally get the chance to
make a difference in someone’s life during
an especially challenging time.
As an advocate, it was my job to
support the survivor, provide them with
relevant resources, and accommodate as many of their needs as possible. I was not a
therapist, a nurse, or a police officer. It was not my job to fix, heal, or report. I soon found
out that my job was a lot of hand holding, pamphlet distributing, and interacting with the
medical staff. This last aspect was the most difficult for me to take on. We are all
well-aware of the downsides of the American healthcare system. These flaws became even
more apparent during the time I spent in various hospitals. I had to simultaneously calm
down survivors whose needs were not being met while trying to get the overworked
hospital staff’s attention. Two of my best friends work in hospitals, so I understand how
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grueling their days can be and did not want to add to their already heavy workloads. Yet as
an advocate, my number one responsibility is to attend to the needs of the survivor.
Balancing these opposing needs was difficult, but I found time and time again that above all
else, people responded to kindness with kindness. Hospitals are typically not joyful places,
so a little compassion went a long way.
It is easy to get caught up in the doom and gloom of the world, especially at such
uncertain times. Understandably, many people want to respond to such darkness with
more darkness. In my experience, this is not only inefficient but also detrimental to
accomplishing your goals. The most valuable thing I learned during my time as an intern is
the importance of kindness and how showing sympathy instead of cynicism can make an
incredible difference. Regardless of who we are and the nature of our interactions, there is
never a bad time to show kindness. Whether I was greeting a survivor, listening to a doctor,
or walking up to the receptionist, humanity needed to be present in every exchange. It is
what we owe to one another and how we can make the world a better place.
The Eye of the Beholder
by Debra Nichels
Have you ever had a memory so insignificant and yet so vivid that you couldn’t help
but remember it years later? Though I can’t remember the exact day, or even month,
during which it happened, I distinctly remember sitting at the dining room table of my best
friend Julia’s house. As if overcome by some sort of epiphany, she ran to the cookie jar
positioned on the corner of her kitchen counter, grabbed two Oreos, and briskly brought
them upstairs. Though Julia came back a minute or so later, I couldn’t help but wonder why
she had done that. Perhaps her younger sister texted her and asked for her to bring some
cookies to her room. After all, Julia and her sister were pretty nice to each other in
comparison to some other siblings. Maybe the Oreos were the last left in the jar and she
wanted to be sure that her older brother wouldn’t eat them before she did. Perchance Julia
took them upstairs because she wanted a snack while talking to her mother for a brief
moment. Though you may be wondering, “why should I care about why this girl’s friend
stole the cookies from the cookie jar,” the scenario
provides a perfect example of our subjective and
objective realities.
As defined by my professor for personality, a course
that focuses on the psychological uniqueness and
behaviors of individuals, our subjective reality is our
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personal experience of a particular event. In comparison, he, Dr. Spiegler, uses one’s
objective reality in reference to the observation of an event about which a number of
observers would agree. If Julia had grabbed the two Oreos in a room full of people, every
individual who was paying attention would have made the general consensus that she had,
in fact, taken the two cookies and ran upstairs. However, regardless of how confident they
may be of the reasoning as to why she did so, no one would be able to know exactly what
motivated her unless they explicitly asked. Though I can’t speak for others, the idea that we
can never fully understand another’s perspective often has me wondering about the drives
of my friends and parents. While I don’t want you to question whether your friend of five or
more years truly likes you, do you think he/she helps you out of the kindness of their heart
or because they feel obligated to do so. Gets you thinking, doesn’t it?
Though Julia’s actions in the anecdote are far from being particularly important, the
comparison between my perception and hers is astonishing. When you think about it, it’s as
if our reality — the way we view others and, ultimately, the world around us — relies solely
on our individual perception. While I don’t want to be too cliché and draw upon the
well-renown film Matrix, w e could quite possibly consider ourselves as being unknowingly
trapped inside a false reality. Despite how powerful we may think our senses are or how
accurate our thoughts, it is undeniable that there is so much in this world that is beyond
our grasp. While such may seem intimidating, it’s these mysteries of human nature that
keep moving science forward and make psychology courses like personality worth taking.
Stories from a Fly on the Wall of
Rhode Island Hospital
by Kat Fama
The smell of antiseptic fills my nose. I clutch my notebook to my chest as I follow
Addie*, the neuropsychologist I am shadowing, down the hall to the patient’s room. A
crowd of doctors is blocking the entrance, talking quietly to one another. Addie approaches
one of them to inquire about what is happening as I stand off to the side, catching bits and
pieces of the conversation. I hear Addie ask about the patient’s condition and catch the
doctor saying that he is stable now, and we could give testing a try. There was an unspoken
“good luck” at the end of the sentence. He knew this patient’s reputation.
This is our second time seeing David Harrington today. He is 65 years old and so
thin I can nearly count his bones. His skin is almost translucent, and his hair is long and
tangled. I follow Addie into the room and see David lying in bed, oxygen flowing into his
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nose through a cannula, his eyes half closed. Last time I had seen him, rude remarks flew
from his mouth as we became the third neuropsychology team to be kicked out by him that
week. Addie had resolved to try again later. Needless to say, a lot had changed in an hour.
I trail behind Addie, taking my place at the end of the patient’s bed. Immediately, it
was clear that David did not remember us. As a neuropsychologist, it is Addie’s job to
evaluate these cognitive impairments. She assesses a patient’s memory and other cognitive
abilities using different pen and paper tests, which help the doctors determine the steps
they need to take to treat the patient and what type of care will be required upon their
release from the hospital. I am there to observe this process and learn everything I can.
Addie has two tests for David, the Mini Mental State Examination (MMSE), a short
assessment that screens for cognitive impairments, and the Dementia Rating Scale-2
(DRS-2), which specifically tests for dementia. As she works her way through these, David
makes jokes and dances around the questions. At one point, he is asked a question and
instead of answering he looks at me making a face and sticking his tongue out. I stick my
tongue out too. He laughs and turns back to Addie, answering her question.
The science behind neuropsychology is what drew me to this internship—what parts
of the brain control certain cognitive functions, how these can be impacted by injury,
alcohol, or time—it is one way to explore part of the mind-body connection. However, the
most impactful part was my time with patients. Though the patients I saw were short,
inpatient consults, I felt the highs and lows of their experience. I silently cheered when
they remembered a word they struggled with, I shared in the hope that many families had
for their loved ones, and my heart broke as I listened to difficult life stories and helped
calculate devastating test results. The solace in the lows was that they served a purpose.
While I had no direct role in the process, I listened as neuropsychologists discussed test
results, debated differential diagnosis, and ultimately came up with a plan of action. I
learned about, and witnessed, the positive impact neuropsychologists have on patients,
even in difficult situations.
I also learned that the system is not perfect. Most patients would not cooperate, like
David initially. In these cases, the healthcare professionals believe there is nothing that can
be done, and I watched many reluctantly interact with patients and give up easily when
they would not cooperate (and the situation was not urgent). While there were patients
who were resistant, and even rude, the neuropsychologists I followed worked around this
and successfully tested difficult patients. When they tailored their approach to the
individual, they were able to get through to these patients and provide them with the care
they needed and deserved.
Though I did not have any active part of treatment, what I observed taught me
about neuropsychology and more importantly, about people. I learned to do everything in
my power to work with and for the people in my care, to always keep an open mind, and
PSYCHOLOGY DEPARTMENT NEWSLETTER 9VOLUME 21, ISSUE 2 Spring 2020
above all to never forget that there is nothing more
important than the well-being of others. These will
stay with me throughout my career in health care
and already influence my daily interactions with
others.
*All names have been changed to respect the
privacy of the individuals mentioned
Rethinking Challenge
by Allie Powers
New experiences often present us with challenges. Such challenges may be easily
overcome, or not so much. When we speak of challenges, there is often a negative
connotation. Challenges are hard. They are difficult to overcome. They are… well,
challenging. Opportunity is more promising. If we think of new experiences as bringing
opportunity, rather than challenges, we see a chance for growth and knowledge.
In January of 2019, I spent two weeks in the district of Adaklu Waya, Ghana teaching
English in the village schoolhouse as well as showing children how to brush their teeth. It
was challenging an amazing opportunity. Teaching in a culture different than my own
demonstrated to me the importance of valuing differences in culture, language, and
appearance. It has also allowed me to gain a greater appreciation for the worth in listening
and communicating through smiles and hand gestures, rather than words.
Teaching skills to others, whether it be speaking a new language or brushing teeth
for the first time in their lives, has shown me the significance of reciprocal teaching:
learning from children, and adults, as much as they learn from you. Each morning in Adaklu
Waya, I would stand in the middle of a circle
of eager children. All eyes were on me, on
my toothbrush, on my drastically different
appearance. I spoke hesitantly in English
walking around the circle. I was teaching
language at the same time as brushing,
trying to act out every word. I was playing
the game, Simon says. Each child copied my
every move, sometimes too much. During
one of the circles I dropped my toothbrush.
PSYCHOLOGY DEPARTMENT NEWSLETTER 10VOLUME 21, ISSUE 2 Spring 2020
Suddenly, some of the younger children did the same. I could not help but to laugh. This
illustrated to me the importance of a model in learning, especially cross culturally.
Once everyone’s toothpaste was squeezed on the brush, we danced for two minutes
until it was time to rinse. Not only did I learn how terribly awful my dancing was, I learned
that dance can be a form of creative communication, often misinterpreted. When it came
time to spit the toothpaste out almost every child had it dripping down their shirt. Towards
the end of the first day I learned to make spitting out toothpaste into a game. I drew a line
in the dry sand with a nearby stick, then motioned for everyone to stand with two feet on
the line. I wanted to see who could spit their toothpaste the farthest. They were so excited
that their bare feet could hardly stay on the line. Nonetheless, there were very few kids
who got toothpaste on their shirt from that point forward.
When teaching English in the classroom, I turned many of my lessons into creative
games. For example, when learning letters and numbers we tried to turn our bodies into
the respective shapes. To learn colors, I asked them to go around the room and find a
friend who was wearing the color in question. All learning opportunities were turned into
games and interactive activities. Although at times out of control, everyone’s English
improved at the end of one week through my interactive lessons. Even if the kids could not
correctly pronounce “seven”, they would immediately find a friend to make the number
with their bodies when asked in English. Through this experience, I realized that learning
can happen even in an uncontrolled, at times chaotic, environment. It makes the
experience more memorable.
I have both learned and grown from my experience across the world. The
opportunity to teach in Ghana has instilled in me the skills and ability to both educate and
learn from individuals with diverse backgrounds. I have gained an appreciation for the
consideration of culture as well as ability in education. In the end, my experiences have
taught me how to overcome cultural, lingual, as well as physical barriers. Overall, the
lessons I learned and skills I acquired in Ghana can be projected onto my undergraduate
career at Providence College, graduate studies, eventual career in occupational therapy,
and future family life.
Inside NAMI: My Internship
Experience
by Callie Orsini
PSYCHOLOGY DEPARTMENT NEWSLETTER 11VOLUME 21, ISSUE 2 Spring 2020
I have always been drawn to the idea of helping people. Even before I knew what I
wanted to major in, I knew that I wanted it to be something that would give me the
opportunity to help others. This semester, I had the opportunity to intern at NAMI, the
National Alliance on Mental Illness. In looking for an internship, I was excited to read about
NAMI, I knew it would be fulfilling, I would learn a lot, and most importantly I could make a
difference and help others. Mental illness is something that everyone has heard of, but no
one really talks about because of the stigma surrounding it. So, I was intrigued to learn
more about it and find out why people are so afraid to discuss it. Furthermore, I have
always been someone who likes to work with others and talk through things rather than
working alone. So, I was excited to find out that this internship consisted of a lot of
conversations with my supervisor, Penny, as well as interviews with other NAMI
employees. I had many conversations with them in the office that I will never forget. It
didn’t feel like work, it felt like people were talking about meaningful issues in the world,
yet I was still learning so much from those conversations.
There are so many people in the world suffering from a mental illness, whether it’s
severe or mild, including myself and several people that are close to me. Therefore, what I
learned at NAMI is extremely applicable to my life and the lives of others because I know so
much more about the warning signs and best courses of action to help someone who might
be struggling. I am now confident in myself to recognize someone who is potentially
dealing with a mental illness. I wouldn’t ignore the signs and I would be able to help them. I
can also use my knowledge to teach others so they can help the people around them. There
is always an answer and there are always people that can help. Therefore, being educated
about mental illness is important because more people are dealing with mental illnesses
than anyone realizes.
The most surprising thing to me is the number of individuals that suffer from a
mental illness every day and how few people are aware of it because they handle
themselves so well and appear to be doing fine on the outside. When I started interning at
NAMI, I was shocked to find out that every employee working there is dealing with mental
illness. If Penny hadn’t shared that with me, I would’ve had no idea. What surprised me
even more is how much some of them have been through during their lives. I got the
opportunity to interview a few
employees, and their stories were
shocking but also inspiring to see that
they were able to persevere and make
it through the pain. I know people
always say that you shouldn’t judge
someone before you get to know
them, and this internship has taught
me that that is something every
PSYCHOLOGY DEPARTMENT NEWSLETTER 12VOLUME 21, ISSUE 2 Spring 2020
person should take to heart because there is so much more to someone than how they
appear on the outside. Furthermore, it is important to be kind to everyone whether they’re
a stranger or your best friend. This is because they could be going through something
really terrible and it is a struggle for them to get up in the morning. All they may need is a
smile from a stranger to give them hope and tell them that it will be okay.
Neuropsychology Welcomes
Mindfulness
by Hope Tiboni
I have had the privilege of interning at the Neuropsychology Department at the
Rhode Island Hospital this past fall semester. As an intern, I have been able to shadow
doctors during cognitive impairment testing and complete research on various
psychological topics. Interestingly, one of the most prevalent topics in the office has been
mindfulness. M
indfulness can be described as a way of thinking that aims to reduce a
plethora of mental and physical stressors. Additionally, mindfulness can be achieved
through various ways; yoga and meditation have become the most common.
Mindfulness has greatly piqued my interest
because of its high efficacy in the field of
science. Fortunately, one of my roles as an intern
is to help the staff develop an app called CareWell. The aim in the upcoming study, which
will use the CareWell app, is to reduce the caretaker burden for those caring for family or
loved ones with Alzheimer’s disease. One of my roles is to read psychological studies that
have found positive correlations and effects between improved cognition and
yoga/meditation practice, especially within elderly populations.
My research has led me to conclude that mindfulness is beneficial to all populations.
In fact, my work at the hospital has inspired me to enroll in a weekly mindfulness course
offered to Providence College students and staff. I am grateful to have immersed myself in
this field because it has illustrated to me the importance of mental health. Although
modern American culture inundates the media with the newest exercises and diets, I am
always left wondering, how can I work out my mind?
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At first, mindfulness felt difficult to accomplish. Trying to find quiet in such a loud
world seemed nearly impossible. My research as an intern, however, was able to show me
otherwise. Since most of the research at the Neuropsychology Department pertains to the
geriatric population, I have learned that yoga does not have to be physically taxing in order
to gain benefits. Brenda Fingold, a member of the Mindfulness Center at Brown University
and mindfulness instructor at Providence College, further explained mindfulness practice
as “doing bicep curls for the brain” because of the practice’s ability to “strengthen the
muscle of attention.” Simply meditating for short periods of time, five minutes for example,
can have great impacts on the brain and one’s awareness of the world around them.
Although an internship can be stigmatized as a stressful and a “busy-work” type of
role, interning at the Neuropsychology Department has inspired me beyond measure to
continue my pursuit in obtaining a degree in psychology and in practicing better health. By
working alongside research assistants, doctors, and bioengineers, I have been able to see
the diverse options a student has after graduating college. These interactions have also
taught me how to become more mindful about my academic decisions. The foundation of
mindfulness is rooted in this idea of living in the present moment; therefore, learning from
the most qualified individuals about
psychology has demonstrated to me
the effectiveness of mindfulness. For
example, if doctors worried about
their upcoming schedules, anxiety
would hinder them from giving their
current patients the attention and
respect they deserve. I found this
interesting because it sheds light on
this new idea that mindfulness can
improve ethics within the medical
workforce as well.
Overall, my internship has broadened my understanding of mindfulness.
Mindfulness is more than just a trendy headline in magazines. It is a way to strengthen
resilience against both academic and life stressors. Consequently, the topics I study at my
internship have ironically helped me cope with the daily anxieties that come with living in a
highly driven and labor-oriented society. At the end of the day, it is reassuring to know that
everyone has control, to a great extent, over their wellbeing. If I could take one lesson from
my internship, it would be that mindfulness is no longer a hippie phrase, but rather a field
of knowledge that has taken over the scientific world.
PSYCHOLOGY DEPARTMENT NEWSLETTER 14VOLUME 21, ISSUE 2 Spring 2020
An Interactive Way to Learn
by Kate Evangeline
As I entered into the world of higher education in the fall of 2019 at Providence
College, my anticipations were prompted by societal expectations. My thoughts were
something like the following: it is my chance to discover what I want to learn, or, this is my
education. I was an undeclared student looking to explore what the specialized academic
world might look like for me, broadly acknowledging that my interests might lie
somewhere in the social sciences. It was not until my second semester that I understood
that a double major in the fields of economics and psychology would be the path to take,
and Dr. Spielger’s unique class of Personality Psychology helped to solidify my interests.
As I read through the prospectus over winter break, I was initially weary of the
course as it was described. We were told we would be participating in an interactive form
of learning called Interteaching, which I had never heard of before this course.
Interteaching involves the students taking control of their own education, promoted and
encouraged by their professor. Before coming to class, we are expected to read and answer
preparation questions on a specific portion of assigned reading. Then, we are assigned to
small groups where without utilizing our notes, we aid one another in coming up with
answers to the preparation questions, based on our responses that we came up with before
entering into the classroom. As we work through Interteaching, Dr. Spielger stops us to
make sure that we have a detailed understanding of the material, and clarifies any
questions that might remain after our interteaching session concludes. We also have
“coaches,” or students that excelled in the course in a previous semester, who analyze our
discussion and ensure that our answers are suitable to allow us to succeed in having a full
understanding of the material.
To use one of
the many terms that I
have learned over the
course of the semester,
this course truly allows
students to have an
Internal Locus of
Control when it comes
to their education. In
other words, our
learning is our
responsibility, and how
PSYCHOLOGY DEPARTMENT NEWSLETTER 15VOLUME 21, ISSUE 2 Spring 2020
well we do in the course is a product of our preparation and participation in discussion.
Our learning is in our control, and our failure to do so could only be a product of our own
personal initiatives rather than external factors. With that being said, I have never felt as
though I had as deep of an understanding of material as I do in this course. We are forced
to learn rather than simply memorize, as our understanding of the material is challenged
and embellished in every Interteaching discussion we enter. Additionally, in our
preparation questions, material is constantly brought up from previous chapters, forcing us
to make connections between the various strategies of understanding personality that we
study throughout the course. Without learning the material, this cumulative course would
challenge one’s ability to have a full understanding in the Interteaching session of that
class.
Through Interteaching, this class studies four broad strategies of personality
psychology: the dispositional strategy, the psychoanalytic strategy, the behavioral strategy,
and the phenomenological strategy. With each strategy we dive into, we analyze the
similarities, the differences, the failures, and the successes of the strategy as a comparison
to previous strategies. This requires building on previous knowledge, which I feel would be
impossible to do without the in depth learning that Interteaching fosters. Additionally, in a
discussion setting it is possible for each student to delve into specific examples of how
each term is fitting to their own personal life. This allows students to make connections
and form real life applications that may not have been addressed in a typical lecture
setting. Also, hearing examples from the lives of other students allows us to make
connections that we may not have been able to make due to the varying backgrounds of
each of us.
My initial thoughts coming into college were echoed by Dr. Spielger’s course of
Personality Psychology, as I have truly felt as though I am responsible for my own
education. Interteaching has allowed me to feel as though I am responsible for my own
learning. Rather than sitting in a lecture hall where facts are simply spewed, I am involved
in the process of my education and that of my classmates as well. This intriguing and
innovative classroom setting has only positively affected my experience as a college
student, and have given me tips for how to continue to succeed as a member of the
academic world.
Unexpected Opportunities
by Kelly Martella
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If you had asked me four months ago when I registered for the Psychology
Internship course, I definitely would not have predicted I would be working on
administrative projects remotely from my home. As an in-office intern, I knew I would be
working less directly with individuals, but I was hopefully going to interact more personally
as the semester went on; unfortunately, I did not get much of a chance to do this due to
the COVID-19 pandemic. This has made me look back on my experience and see how
seemingly insignificant work I have done may have had a positive influence on individuals.
My internship is at Kaleidoscope Family Solutions, or KFS, which offers services in
six states, and supports a variety of populations. The Rhode Island branch specifically
works with individuals who have intellectual or developmental disabilities. I work directly
with the clinical coordinators, who manage individual cases. I have frequently sat in on the
coordinators’ weekly meetings with the program director, where they go over their
respective caseloads. Just by sitting in
these meetings, I have been able to
see how ideas from my psychology
courses are integrated in ways I did
not anticipate. I assumed that
material from “Psychology of
Abnormal Behavior” would be most
applicable, and although it was
relevant, I was surprised to see the
connection to my other psychology
courses as well. For example, on my
first day in the office, I was looking
through some of the Individual Support Plans, or ISPs, and I saw mention of the power of
attorney – something I had learned about in-depth in my Psychology and Law course.
Throughout my internship I have seen countless other real-world applications of the
material I have studied on campus, from DSM diagnoses to neuropsychological evaluations.
My internship has also given me the opportunity to advocate for individuals with
disabilities, but again, not in ways I anticipated. The best example of this was through my
work with the recruiting manager. As an agency, Kaleidoscope staffs the community
support workers, or CSWs, for their individual cases. I have done a lot of phone screenings
and interviews with potential staff, and a part of this process is explaining the expectations
of the role he or she is applying for. I am happy to help with whatever is asked of me, but I
will admit that I did not initially think this task connected to psychology; however, in
describing the individuals that KFS works with, I found myself serving as an advocate of
sorts for those with disabilities. I make sure that the applicants understand the individuals
are capable, and ultimately, their job is to serve as additional support to help them achieve
independent living.
PSYCHOLOGY DEPARTMENT NEWSLETTER 17VOLUME 21, ISSUE 2 Spring 2020
I often help the program director with agency-wide tasks, such as planning KFSRI’s
monthly events. One in particular was scheduled for St. Patrick’s Day, but obviously in light
of the social-distancing guidelines, gatherings like this have been postponed indefinitely. I
had hoped to attend one of these events in the coming months, but unfortunately that will
not be possible. While I was personally disappointed, I was especially saddened for the
individuals, many of whom look forward to these events. One of Kaleidoscope’s missions is
to help the individuals become more involved with their communities, and the agency’s
monthly events serve as a personal social goal for many of them. I find some comfort,
though, knowing that the KFS staff is doing everything they can to ease the uncertainty
that this disruption has caused.
Life often takes us in an unexpected direction, as we have seen in recent weeks with
the COVID-19 pandemic. In a way, my own internship has been a similar experience to the
unexpectedness of the world right now. We all need to support one another during these
challenging times, especially those among us who may need additional care. I hope I am
able to help do so – even if indirectly – through my internship.
A Senior’s Perspective
by Ella Clifford
Senior year of college involves a heavy dose of reality. It is the time when you have
to decide where you are going to go, what you are going to do, and who you are going to be
in the years to come. It is a chance to say goodbye, both to the people who have made an
impact on your life and the place that you’ve lived the past few years. But more than
anything, senior year is a period of reflection – looking back on your four years and making
sense of it all.
A key aspect of your reflection is centered on what you have chosen to dedicate
years of study to. For me, I chose to study biology and psychology. My reflection on biology
was relatively simple because, having spent years learning about the human body, research
studies, and laboratory techniques, the progressive journey from curriculum to real-world
application was straightforward. However, my reflection on my psychology major was more
complex because I had not anticipated the countless ways that the lessons I learnt from
psychology courses had infiltrated my everyday life. Beyond the clearly defined relationship
between psychological theory and clinical application, I could trace the influence of
psychology in my other courses, my personal life, and my worldview. Upon my realization
of its profound impact on my life, it became clear that psychology had helped me in one
area in particular: understanding.
PSYCHOLOGY DEPARTMENT NEWSLETTER 18VOLUME 21, ISSUE 2 Spring 2020
When I say “understanding,” I mean more than just comprehension, because while
the major has enabled me to learn about a range of psychological phenomena and commit
theories and ideas to memory, it offered a much greater challenge: explaining the thoughts
and behaviors of its organism of choice – the human person. Now, in no way do I, or any
human being, possess a complete understanding of why people do the things they do and
say the things they say. However, I do believe that psychology has broadened my
awareness of the factors that contribute to my thoughts and actions.
So, as part of my “senior reflection,” I would like to share a few of the lessons I have
learnt from the psychology courses I have taken at PC.
Human Neuropsychology: Although we possess a limited knowledge of its structure
and function, the brain is an unbelievably powerful and exceptionally cool organ. From a
study of neuroanatomy, it is clear that a relationship exists between the brain’s structure
and its physical function, but a full picture of the brain’s role in our “human-ness” may only
be established in consideration of its extended impact on our personality, cognition, and
social life. Further, it is often only when the “meat” between our ears is not functioning
properly that we appreciate its power in shaping who we are, how we feel, and what we do.
Child and Adolescent Development: There are an infinite number of things that can
go wrong during child and adolescent development.
This fact, yes, is scary. However, it also
demonstrates how important psychological theory
and research are to real life. While the process of
raising a “virtual child” may seem silly to some, it
made me appreciate how lucky I was to make
decisions about how to raise a child without any of
the consequences of making a “bad” choice.
RDSA I/RDSA II: Research is hard, but
rewarding, and statistics are intricate, but revealing.
In trying to design and conduct my own research
project, I immediately garnered a sense for how complicated it is to find an ideal
population, delineate confounding variables, and actually measure what I wanted to know. I
soon recognized that human beings are profoundly influenced by the circumstances of
their existence – a realization that forced me to consider more factors than I could have
ever imagined. But, by identifying how individuals’ experiences, education, and
environment influence their perspective, I could also start to understand why someone’s
perspective, thoughts, or behavior differed from my own.
PSYCHOLOGY DEPARTMENT NEWSLETTER 19VOLUME 21, ISSUE 2 Spring 2020
Research in Neuropsychology: Communicating research successfully is just as
important as conducting it. While the primary objective of a research project is to answer
the question of interest, the secondary intention is to broaden the current field of
knowledge. Research findings must be shared with both the leaders of one’s field of study
and the general public. Further, appropriate design and methodology mean nothing if data
interpretation is incorrect.
Psychology of Abnormal Behavior: There is a keen difference between sympathy and
empathy. It is one thing to acknowledge the difficulty that an individual faces or the pain
they experience (sympathy), but it is a completely different thing to share their burden and
experience their pain alongside them (empathy). By taking on their perspective, instead of
remaining in the comfort of one’s own, one may develop a more “human” understanding of
what it is like to be afflicted with something that you have no control over. Rather than just
knowing what someone who possesses schizophrenia “looks like,” one can garner a greater
understanding of their experience by asking how that individual feels, how the disorder
impacts day to day life, and how others can help. Further, an enhanced perspective reveals
that the rigid diagnostic guidelines that comprise the DSM, while useful in some
circumstances, do not always match the manifestation of a disorder in a particular
individual. By enhancing understanding of such conditions, psychology helps individuals
avoid making immediate, and usually inaccurate, judgments.
Psychology of Gender: Identity is a complicated matter because we are all heavily
influenced by our society. Living in the U.S., we often want to believe that we are
completely independent and self-reliant. However, most aspects of ourselves, including
our conception of gender, is strongly influenced by the things we hear from others and the
things we see in the media. Additionally, much of our behavior is based on expectations and
stereotypes that often have little to no foundational validity. As such, it is important to take
the time to ask yourself questions like: Why do I believe this? Why do I want to do that? Do
I actually want to do that? If you are really honest with yourself, your answers might
surprise you.
Psychology and Law: Human behavior is unbelievably confusing and complex, but so
is human decision making. Psychology
has the power to inform those in the
legal field about the various ways our
behaviors and thought processes are
shaped. By identifying when
prejudice, discrimination, and
coercion corrupt legal proceedings,
psychology prevents harm to
innocent parties. For a field such as
law, where a key goal is fairness and
PSYCHOLOGY DEPARTMENT NEWSLETTER 20VOLUME 21, ISSUE 2 Spring 2020
where one decision may determine imprisonment or death, things as simple as the wording
of questions or the method of photograph presentation are significant.
As a senior, I leave with the knowledge that each of the
before mentioned courses has provided me with lessons
that I will carry with me long after I leave PC and that the
impact of psychology on my life will be long-lasting.
On a final note:
To those who are new to psychology – Embrace the
uncertainty, be okay with “not knowing,” and do not be
afraid to ask questions that may not have obvious
answers.
To the PC psychology department – Thank you for
everything, it has been a truly unforgettable journey.
Ending the Stigma by Educating
the Youth
by Sarah Bica
This semester, I have been interning at the National Alliance on Mental Illness
(NAMI). This is a nationwide program that provides support and resources to those who
live with mental illness, while, at the same time, educates the community about the
importance of ending the stigma around mental health. All of the people who work for
NAMI live with mental illnesses as well. Through my time spent at NAMI, I have learned a
great deal about different mental illnesses themselves, the inner workings of the mental
health programs in Providence, and how educating young children about mental health is
extremely important to end the stigma altogether.
When my internship first began, I was very nervous to be working with people who
live with mental illnesses. That is not to say I did not want to be around people with mental
illnesses, because this was not the case at all, but I was worried about saying the wrong
thing and offending someone. One of my responsibilities working at NAMI includes
interviewing some of the employees about their lives, which was terrifying to me. I have
learned in my psychology classes what is appropriate and what is not appropriate to say,
however, we are never thrown into any real-life scenarios inside the classroom. My first
PSYCHOLOGY DEPARTMENT NEWSLETTER 21VOLUME 21, ISSUE 2 Spring 2020
interview was extremely nerve-wracking, and I was very hesitant to ask personal questions.
Later, I became more comfortable and realized that everyone who works at NAMI is
extremely personable and they are all very open to talking about their mental health. Even
though I have always been someone who advocates for ending the stigma around mental
health concerns, I was experiencing the effects of stigma in that very moment. We are so
accustomed to hiding our mental health that it becomes uncomfortable to talk about your
own wellbeing, or even ask someone the question, “What is it like to live with
obsessive-compulsive disorder?” Through my internship, I have learned what it really
means to end the stigma. It means we should no longer be afraid to start a conversation
about mental health, and that talking about mental illness should not be so taboo, as mental
illness affects much more people than others would like to believe.
Ending the stigma needs to start at a young age. We cannot teach our young boys to
“be a man” and not let them see our emotions. It is not acceptable to call someone “crazy”
because they are hearing voices, or because someone has not gotten out of bed in a week.
If we teach children the signs, symptoms, and prevalence of these illnesses at a young
enough age, then maybe their generation will finally treat mental health with the same
respect as other illnesses, such as heart disease or diabetes. NAMI is starting this
conversation by speaking to middle schools and high schools all over Rhode Island, and I
have been lucky enough to sit in on these presentations. I have seen the success of these
lectures to the young students, as they are fully engaged in the material and have so many
questions and insights on the topics presented. If we can get all children across the globe
to feel this comfortable talking about mental illness, then I believe we can end the stigma
once and for all. I have been beyond grateful for the opportunity to be a part of this
process, as one of my jobs interning at NAMI consists of creating and redesigning the
PowerPoints used at these presentations. It is one of the best feelings to see your hard
work being presented in front of hundreds of students, hoping that your message gets
through to at least one of these children or faculty members.
Through my time spent at NAMI, I have learned more than any psychology course
could teach me. I have felt the effects of stigma myself throughout this internship, and I
have also heard about the emotional and physical pain stigma creates on people suffering
with mental illness every day. Although there is still so much to be learned about mental
health, I have learned that it is possible to create a much more open, understanding, and
loving world through NAMI. It all starts with a conversation.
Studying Abroad as a Psychology
Major
PSYCHOLOGY DEPARTMENT NEWSLETTER 22VOLUME 21, ISSUE 2 Spring 2020
by Alex Shute
One year ago, I had the opportunity to spend a semester studying abroad in
Copenhagen, Denmark. Before arriving in Denmark, I knew very little about the country. To
be honest, I probably would not have been able to locate it on a map. Although I chose to
study abroad in Denmark because it was the only place I could get the psychology and
biology credits I needed, it soon became my home away from home.
After arriving in Denmark, I had no idea what was going on –I could not read any of
the signs, I was disoriented, and I had no clue what I was supposed to be doing. I
challenged myself to integrate into the Danish culture as much as I could. I rented a bike
and rode it to class along with the majority of the population. I pushed myself to explore a
new area of the city each week so that I could eventually navigate around without using
Google Maps. I made Danish friends (who I still talk to today) who cooked me traditional
Danish food and introduced me to their favorite non-touristy parts of the city. After five
months, I went from a terrified tourist to a knowledgeable local. My friend, Asger, even
joked that I had seen more of the city in five months than he had in his entire life. I became
more confident in myself, more secure in my independence, more open-minded and
honestly just more excited about life.
While most people think studying abroad is all about traveling the world and having
fun while taking “fake,” “easy-A” classes, I can assure you it is not (at least not in Denmark).
The classes I took were rather difficult and required a decent amount of effort even to get a
B. Most of my professors did not believe in giving A’s unless your work was truly
exceptional, usually around 1-2 people per class. While this might seem annoying and
unfair to some people, I found the challenge exciting. Academically, I was pushed farther
than I had been in most classes I’d previously taken, and found I learned the most in these
challenging classes. My two favorite classes were Psychopharmacology, which I loved
because it was an interesting blend of my two majors –psychology and biology, and
Psychology of Human Sexuality, which I loved because it pushed me out of my comfort
zone and gave me the opportunity to learn about a fascinating topic I otherwise would not
have had the chance to study.
Studying abroad is an incredible experience, and I truly believe it is invaluable to any
psychology major. Aside from the psychology classes you might take abroad, it is essentially
an opportunity to witness psychology in action every day. After taking Cultural Psychology
PSYCHOLOGY DEPARTMENT NEWSLETTER 23VOLUME 21, ISSUE 2 Spring 2020
at Providence College, I was able to make distinct connections between the course and my
time abroad. For the first time in my life, I was able to fully immerse myself in a culture
different than my own. I was able to integrate myself into a new way of life. I experienced
language barriers and other various communication difficulties. I was able to watch how
my friends and I were adapting to our new environments, witnessing a variety of
integration techniques and coping mechanisms. Now of course, it is easy to see the
connections between studying abroad and Cultural Psychology. However, I made other
connections that to this day I believe are some of the most valuable lessons in psychology I
have made. I made friends who studied
biology or psychology back at their
universities in America and was able to
have conversations about topics in our
field that interested us. Whereas at PC,
most of my friends were from clubs or
residence halls, most of my friends in
Denmark were from my classes,
meaning we all had some sort of shared
interest in biology or psychology. We
would talk about topics that interested
us such as mental health,
psychopharmacology, human rights
issues, and other major-related topics.
These were never things that I would discuss with my English and business major friends. It
was a refreshing new outlook.
Reflecting on my time spent in Denmark, I am extremely grateful for all the
opportunities I was given and everything I learned throughout my time there. My
experiences gave me a new perspective and a new sense of independence. During the five
months I spent abroad, I was constantly learning, growing, and exploring. The experiences
I had while studying abroad have taught my many invaluable lessons about myself, the
world at large, and my place in it. Studying abroad is something that I recommend to
everyone who has the ability to do so, but especially to any psychology major. After
studying abroad, I am constantly making associations between things I learned abroad and
my psychology classes at Providence College. The experience of studying abroad provides a
new perspective that I believe is an incredible complement to a psychology major.
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