Pink Freud Issue 1 Spring 2018

Pink FreuD Barnard Psychology Journal Nยบ1 - SPRING 2018

LAYOUT DESIGN BY XANA PIERONE `20 PHOTO BY NATALIE DICKER `20

SUMMARY

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PHOTO BY YUKI MITSUDA `21

PINK FREUD

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Understanding Mob Psychology

by Sarah McGartland `21

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Barnard on the Brain

by Shana Gershbaum `21

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Prefrontal Teens

by Gabriella Sahyoun `21

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Altered States of Consciousness

by Begum Babur `21

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Ivy League Syndrome

by Nicole Hinz `21

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Food & Mood

by Garbiella Swartz `21

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Experience as a Psychology Intern

by Chloe Levin `21

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Guide to Psychology Podcasts

by Emily DiLella `21

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Futures in Psychology

by Anna Moskow `21

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Psychology of Hookup Culture

by Haley Ward `21

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Dance, Dance, Evolution

by Yuki Mitsuda `21

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Abnormal Psychology Class Review

by Rebecca Sosman ‘19

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Letter from the Editors Dear Readers, We are so excited to present the first edition of Pink Freud, Barnard’s premier psychology journal! When the two of us first began our studies at Barnard, we were shocked to find that our campus lacked a student-run academic publication in the discipline of psychology. Not only is the study of psychology one of the most sought after majors at Barnard, but it is also our personal passion. We came to Barnard to cultivate and grow our interests in the varied field of psychology, and hoped for a creative outlet for psychology students to share their interests and research in the field. To that end, we have produced a journal that features the writings and accomplishments of current Barnard students who share our same passion for psychology. Pink Freud is a space for students to dive into and creatively explore their interests in psychology, as well a mechanism for students to discover more about the field. The articles in this premier issue include the psychology of college relationships/food/dance, class recommendations, contemporary neuroscience research, and so much more. We hope that each article provides neuroscientific insight and the unique ability to explore the complex and fascinating world of modern psychology.

Sincerely, The Pinkest of the Freud’s,

Natalie Dicker ‘20 and Kayla Ablin ‘21 Founders & Editors-in-Chief

PHOTO BY NATALIE DICKER `20

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PSYCHOLOGY 101

Understanding Mob Psychology Sarah McGartland ‘21

stem from a place of frustration and passion.

However, when people in a group act in a way they generally would not act as individuals, either inciting violence or going along with it, there must be something else at play. There is an entire branch of social psychology, called crowd psychology, that attempts to explain this phenomenon. We often hear the phrase “Mob Mentality” used to describe this beha-

a desire to conform to a group which emboldens an individual in this setting.

When a protest turns violent, however, even when the movement itself has found widespread support, it alienates much of the public. When this occurs, the protestors belong to an “Ingroup,” and the public fall into the “Outgroup.” The ingroup refers to a select

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he 2017-2018 school year at Columbia has seen its fair share of protests, most notably that of British Nationalist Tommy Robinson in October. We often discuss the politics of protests, but we rarely explore the psychology of them.

Psychology helps explain specific elements of protests that come up in popular discourse, such as how protests occur, when and why protests become violent, and the effectiveness and visibility of protest movements to the general public.

When discussing how protests come about in the first place, the topic of group polarization is especially relevant. Group Polarization refers to the phenomenon wherein a group holds opinions or makes decisions that are more radical than those of the individuals within the group. Individuals often find themselves radicalized particularly in online communities, as the Internet enables its users to interact more predominantly with people and media that align with and reinforce their existing beliefs. It is easier now than ever to find people who share our opinions and life experiences, which can be both beneficial and dangerous. In many cases, the formation of these communities of like-minded people can radicalize opinions, bolster confidence in

PHOTO BY XANA PIERONE ‘20

vior, which is not an inaccurate term. This behavior may occur as a result of another psychological concept called deindividuation, referring to a sort of loss of awareness of one’s own identity and morals in a group

PHOTO BY XANA PIERONE ‘20

expressing dissent, and incite action. These are factors from which a protest is born.

Although most protests begin with the intention of remaining civil, it is frequently the case that they turn violent. This shift should not be surprising, as protests usually

setting. One’s behavior can become tied to the group’s, and individuals may get “caught up in the moment” and fail to interfere with, or even partake in, violent or illegal actions.

There is some aspect of the anonymity of a group, a lack of personal responsibility, and PINK FREUD

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group of people who identify with one another, because of some common interest or identity. An outgroup, on the other hand, simply refers to those people who do not fall within this group. It can also refer to the group with which an individual does not identify.

As often happens in crowds, individuals have a tendency to be biased towards their own group. This bias can result in members of each group being unable to understand or empathize with the other. In the case of protests, movements often lose support from the general public when they turn violent, because the public can no longer identify with the actions of the Ingroup. The resulting alienation can cause further polarization within both groups, as well as increased tensions and misrepresentations about the intentions of each faction.

While it is not uncommon to focus on the politics of protesting, whether on campus or in Washington, it is important to examine how and why these movements, and our opinions of them, develop. As the saying goes, there is always more than one side to a story, and those involved in the protest almost always have a myriad of complex reasons and motivations for becoming involved. No protest springs out of thin air — ideas form communities; communities form protests; protests form movements. However, somewhere in the process, the intentions and morals of the individuals in a group may often become distorted. Understanding the Psychology of Protests can help explain how and why this happens.

OP-ED

Additionally, female educational environments have been proven to encourage and support diverse interactions to a greater degree than that of co-educational colleges.

Barnard on the Brain Shana Gershbaum ‘21

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bout a month after I made the decision to attend Barnard, I was asked a frustrating question: “You’re going to an all girls school?” My mind jumped to correct them, but instead, I replied: “Yes, but Barnard and Columbia students actually share most classes, so it’s not like I’ll really only be with girls.” As people continue to inquire, it forces me to consider why I chose to attend an all women’s college in the first place. This question has ultimately led me to articulate the why, in “Why Barnard?”

Madeleine Albright. Elaine Chao. Hillary Clinton. Nancy Pelosi. The list goes on and on. These women have two incredible accomplishments in common. They were the firsts in there fields, and they each attended women’s colleges. Madeleine Albright was first woman secretary of state, and attended Wellesley College. Elaine Chao was the first female Asian-American cabinet member, and attended Mt. Holyoke College. Hillary Clinton was the first female presidential nominee of a major U.S. party, and attended Wellesley College. Nancy Pelosi was the first woman speaker of the House, and attended Trinity College.

Studies have also shown that female students are 1.5 times more likely to pursue STEM related degrees in all women’s colleges than their co-ed college attending counterparts. Additionally, female students are more likely to participate in classroom settings that are not male dominated. This effect has been proven to be particularly strong within smaller classes such as seminars. Finally, since all student leadership positions are held by women in all women’s colleges, the students are prepared to be the next generation of leaders, as well as simultaneously creating a network of female thinkers.

ed colleges found that:

“...women at women’s colleges engage more frequently in effective educational practices at levels that exceed those of their counterThe benefits of studying in an all female ed- parts at coeducational institutions… ucational environment have been researched Specifically, women’s college students indicatand proven to be great. Women’s colleges em- ed greater gains in understanding themselves power young women. A study conducted by and others, general education, ability to anaIndiana University on the comparative experi- lyze quantitative problems, and desire to conences of women in single sex schools and co- tribute to the welfare of their community.”

STUDY OVERVIEW

Prefrontal Teens:

Neuroscience of the Tide Pod Challenge

processing and perception. All of these structures are associated with the ability to assess value, which plays a key part in how people make decisions.

Gabriella Sahyoun ‘21

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ccording to a study1 conducted

by Pehlivanova et al. published in The Journal of Neuroscience, there is a strong correlation between reduced cortical thickness of areas in the prefrontal cortex, temporal lobe, temporoparietal junction, and impulsive decision-making.

The most well known of these structures is the prefrontal cortex, the part of the brain commonly associated with decision making, social behavior and rational thought. The temporal lobe is one of the main lobes of the brain associated with language comprehension and organization, as well as memory.

Lastly, the temporoparietal junction is an area of connectivity between the temporal and parietal lobes, mainly involved in information

The advantages of receiving an all female education are outstanding, as more and more continue to be unearthed. The findings of these studies may apply more to one student than another, but overall do have positive psychological and practical effects on young women. The answer to the “why an all women’s college” question is multifaceted, and continues to be explored. Therefore, it is no surprise that my reply has changed quite a bit since my senior year of high school.

PHOTO BY HELEN BRANYAN ‘20

PHOTO BY NATALIE DICKER ‘20

This correlation was examined using an index of spontaneous choice, measuring the tendency to choose smaller immediate rewards over larger delayed rewards, known as Delay Discounting, or DD. The ability of the brains imaging to predict DD was compared to that of cognitive performance, and was found to be a much more accurate predictor. The study utilized a large sample size of 427 “human youths,” participants who were PINK FREUD

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imaged and underwent neurocognitive examination through the Philadelphia Neurodevelopmental Cohort, a research initiative that focuses on the linkage between brain, behavior and genetics. Delay Discounting was measured through a test, comprised of 34 questions, through which the subject would decide between immediately receiving a relatively smaller amount of money versus waiting for a larger amount.

The implications of the discovered correlation between reduced brain thickness and spontaneous choice can be easily surmised by what is commonly known about the teenage population. One of the largest causes of death during adolescence is risky or thoughtless behavior, such as substance use and irresponsible driving. Furthermore, the strongest correlation was seen in the diminished thickness of areas in the prefrontal cortex. The underdeveloped prefrontal cortex evokes thoughts of the dangerous activities adolescents take part in, such as the tide pod challenge. Therefore, it is no wonder that adolescents have been called, in psychological terms, “Prefrontal Teens,” because of their reckless and impulsive behavior.

PHOTO BY KAYLA ABLIN ‘21

Exploring Altered States of Consciousness

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reaming, meditations, drugs, and mental illnesses all provide alternative realities different than the ones we experience in our waking consciousness. As perception, cognition and consciousness are all states generated from the mind, the feelings that these states give us all stem from the mind.

When you enter the dream world, your muscles relax, you try to free your mind and think of pleasant things. In the course of dreaming, the brain’s overall activity level falls, and the secretion of serotonin, a hormone that controls judgment, learning, and memory, is inhibited (Rock 163).

Begum Babur `21

stimulant drugs, because of their ability to speed up the central nervous system, increasing energy levels, focus, attention, alertness, and wakefulness, while suppressing appetite.

Abusing these drugs can lead to individuals to suffer from these hallucinations in the form of anxiety and/or confusion. Overuse of these drugs damages the dopamine system in the brain. Since dopamine usually regulates mood, movement, motivation, and pleasure, damaging its system causes issues with these aspects of behavior.

Ecstasy, MDMA and Molly are types of drugs that bind to serotonin transporters in the brain. Serotonin regulates mood and emotion. When these drugs stimulate norWhen people are asleep, the brain stops epinephrine, the stress and fight-or-flight secreting the chemical guidance systems that hormone, and dopamine they cause a sense humans have in place when they’re awake, of emotional warmth: distorting the senses, and allows them to experience an altered heightening energy levels, decreasing anxstate of consciousness. To a schizophrenic, iety, and ultimately increasing feelings of the visions, hallucinations, and voices that pleasure. they experience all feel real (Snyder 40).

Heroin and opioid drugs bind to opioid reWith the variety of drugs in the world to- ceptors in the brain and trigger the release of day, I chose to research the ones that provide dopamine, thereby hijacking the limbic sysa “surreal world,” one that the waking con- tem, which is responsible for emotions, insciousness cannot easily fathom. Cocaine, ducing a powerful high. These drugs disrupt meth and amphetamines are classified as the natural production of norepinephrine and

act as central nervous system depressants, blocking pain sensations, inducing drowsiness, reducing body temperature, as well as heart rate and blood pressure.

The use of hallucinogens distorts the reality and perceptions of the user, presenting unearthly visions. Classic hallucinogens such as LSD and DMT interact with serotonin and the prefrontal cortex of the brain, which is responsible for planning, higher order thinking, and logic. The interaction of hallucinogens with serotonin leads to an altering of moods, reality, sensory perceptions, thus providing a different reality. The effects of LSD can be described as drug-induced psychosis — distortion or disorganization of a person’s capacity to recognize reality, think rationally, or communicate with others.

Dreams, psychoses, and drugs all present alternative realities wherein the subjects are guided by their emotions rather than logic. In all three states, the subject perceives bizarre visions as reality and draws irrational conclusions that seem completely real to them.

Although altered states may be induced by different situations, there are evident similarities between their effects on the subject and how they disrupt their brain chemistry.

Feinberg, Irwin. “Corollary Discharge, Hallucinations, and Dreaming.” Schizophrenia Bulletin, vol. 37, no. 1.

“How Drugs Affect the Brain and Central Nervous System.” American Addiction Centers, americanaddictioncenters.org/central-nervous-system/.

Rock, Andrea. The Mind at Night . Basic Books, 2004.

Synder, Kurt. “Me, Myself, and Them: a Firsthand Account of One Young Person’s Experience with Schizophrenia.” 2007, pp. 1–45.

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PERSONAL ESSAY

directly leads to mental illness, we avoid discussing what’s really going on inside our minds at all costs because it will slow us down.

For this reason, severe depression, bipolar disorder, Nicole Hinz `21 and numerous eating disorders, among an endless list hile Columbia University of other mental illnesses, praises itself for its divercontinue to pervade the stusity, there is one characterdent population, and more istic all students of share. and more often go without Columbia’s student body is treatment or even acknowcomprised of presidents, ledgment. We don’t give ourvaledictorians, and overachievers alike. In selves breaks; we don’t seem high school, we were the driven ones, the to believe we deserve them. ones who were constantly raising our hands, and, fortunately for everyone else, the ones #Midtermszn isn’t a seawho took it upon ourselves to complete group son; it swallows the entire projects on our own. We were the ones who semester whole. We conswouldn’t accept a score of a 30 on the ACT, or tantly sacrifice physical, a B+ in any class; these grades just short of emotional, and mental acceptable. We stressed ourselves sick by aphealth in order to “stay on plying to only the top schools in the country top” of our work, ignorantly in an attempt to meet our unreasonably high claiming that “sleep is for expectations for ourselves. the weak.” We spend more waking hours in Butler LiNow, four years later, we have accomplished brary than in our own beds. the impossible; among the thousands of appliEven on Friday nights, we cants, we were the 14% chosen. And while our are still pressed to find entrance to college marked the reward and fulempty seats in the library. fillment of our hard work, nothing has chanIn addition, the college parged. We are all still the driven, competitive ties that we do attend becostudents we were in high school; the only difme the scenes of hardcore ference is that now every student in every one drugs, extreme binge drinking, and sloppy of our classes is the exact same way. And this is hookups. At Columbia, it seems, moderation is the root of the problem. the punch line of a joke.

Ivy League Syndrome

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We still feel the need to fill every waking hour with another extracurricular or club. We consistently throw around comments about how little we sleep and how much we work in our daily conversations. Despite an overwhelming abundance of studies that show stress

PSYCHOLOGY 101

Food & Mood: Effects of Chocolate on Our Minds Gabriella Swartz ‘21

In combination with our evasion of moderation, the aforementioned mental illnesses sum up to a bad cocktail. Stress on top of mental illness is dangerous. Even worse is the fact that many students don’t see the correlation between mental health and success, While this effect generally lasts for about three minutes after eating milk chocolate, it is said to last even longer after eating dark chocolate, because it contains much less sugar. Indeed, compounds in the cocoa are still absorbed into the bloodstream two hours after eating dark chocolate, making people feel happier for longer periods of time.

hocolate is one of the most craved foods in the United States.

It is said to alleviate stress and depressive symptoms, thereby elevating our moods. There are also additional health benefits that chocolate supposedly has to offer, such as lowering cholesterol, lowering blood pressure and decreasing one’s risk of developing heart disease. As a chocolate lover myself, I am determined to figure out how much truth lies behind these myths.

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Interestingly enough, there is a contentious debate over whether or not chocolate really does improve mood, or if it actually worsens it over time. Some studies have shown that people who are depressed have more chocolate cravings, and therefore eat more chocolate to satisfy their cravings. These studies highlight that chocolate reduces the amount of chemicals in our brains that act as antidepressants; however, the reason depressed people seem to eat more chocolate is actually because they experience more chocolate cravings in the first place.

From a psychological perspective, chocolate has in fact been proven to elevate our moods. This mood-lifting quality is especially strong upon biting into chocolate, as it immediately creates a sensation of pleasure.

Other studies have shown quite the opposite, at least, where dark chocolate is concerned. In fact, dark chocolate actually contains Flavanol, a chemical that helps regulate mood and depression in our bodies. This is not the FREUD NEWSPINK MAGAZINE

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PHOTO BY YUKI MITSUDA ‘21

and most importantly, between mental and physical health. Because stress and anxiety aren’t tangible or visible ailments, we tirelessly push them off to the side. Our motto is “I’ll catch up on sleep later” or “I’ll talk to someone later.” This needs to change. We must find time for ourselves and for our brains. Though it may seem like a monstrous feat to tackle, acknowledging our abandonment of our own mental health is the first step in addressing our problem: the Ivy League Syndrome. case for milk chocolate, which contains a lot of sugar, and therefore leads to momentary mood elevation followed by a crash. Perhaps the studies that show that chocolate can be detrimental to our moods do not separate the effects of milk chocolate from that of dark chocolate, since these are very different.

Dark chocolate has many health benefits, besides regulating mood. It has been shown to decrease blood pressure and cholesterol, and reduce the overall risk of developing heart disease. Some studies even show a correlation between chocolate and increased brain functions, such as better memory capacity. Dark chocolate also reduces the amount of Cortisol, a stress hormone.

Chocolate is irresistible to many people around the world, and may even have some addictive qualities because of some chemicals it contains. Eating chocolate in moderation can actually be good for you! Dark chocolate has many benefits both in terms of mood and health, but be sure not to confuse its benefits with the somewhat harmful qualities of milk chocolate!

OP-ED

Experience as a Psychology Research Assistant

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Chloe Levin `21

lthough I find psychology to be unparalleled in its ability to fascinate and navigate the depths of the human consciousness, without engaging with the material itself, studying this discipline becomes something far more intangible. Thus, it is no wonder that lab work is so vital to the field of psychology.

and calculating chemical equations was never my strong suit, so I decided to test my strengths in psychology. By the time junior year rolled around, I had generated a study which was made to test the impact of professional and casual attire on an individual’s perceived levels of self-esteem and self-efficacy. The foundation for my research, entitled Dress to Impress: The Influence of the Enclothed Cognition Effect on Self-Esteem and Self-Efficacy, was based on a concept known as “enclothed cognition.” This complex notion, championed

by Doctors Adam Galinsky and Hajo Adams, revolves around the idea that the clothing one wears may have a strong effect on said person’s performance in cognitive tasks and behaviors.

After becoming so engrossed in this niche of behavioral research, I was overwhelmingly committed to working with one of its originators.

As I am sure most students in the field can ascertain, exploring psychology through a lab setting is an invaluable experience. Not only is it the basis from which all that we learn in those crowded lecture halls is built upon, but it provides one with the opportunity to pioneer new discoveries and innovations in an already complex network of knowledge. Given this, you may be asking yourself the same question I did my junior year: how does one become a research intern?

After not receiving a response to my first, second, or third email, my reaction was the same as any other sane person’s – to send two more! Every couple of weeks I would write and send Dr. Adam Galinsky yet another reason why I was so captivated by his work, and how I believed I could contribute to the lab. I was the pen pal he never asked for, but the one he was forced to answer. Finally, after months of pestering, I received word that I would be joining the team at Columbia University’s very Throughout high school, I was involved own lab. with my school’s research program, which was Over the course of the next two summers at a series of courses designed to teach students how to best approach the world of either phy- the Columbia Business School Behavioral Resical or behavioral sciences. Dissecting frogs search Lab, I gained more from those momen-

GUIDE

Guide to Psychology Podcasts Emily DeLilla `21

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odcasts. They are popular, powerful, compelling, sometimes infuriating, but essential on those long subway rides. As a student interested in psychology, podcasts are an absolute goldmine of information for my curious and inquisitive mind. Most are informative, some are wildly entertaining, but most importantly: there is a podcast for everyone. I listened to and reviewed some of the most popular psychology podcasts to let you know which ones are worth a listen.

Neurocurious: This podcast focuses on neural connections in the brain and how they affect every aspect of life. Host Deborah Budding interviews various psychologists, psychiatrists, and sociologists to explore the connections between the biological, environmental, and sociocultural worlds around us. Favorite Episode: Neurodiversity and Intersectionality Hidden Brain: A podcast from NPR, Hidden Brain integrates interviews, scientific anecdotes, and storytelling to explain hidden psychological motives in societal norms. My favorite episode, called “Men: 45, Women: 0,” analyzes the gender imbalance

in high power positions, and the common stereotypes that present obstacles for women ascending into power positions in the US. Favorite Episode: Men: 45, Women: 0 Invisibilia: Another NPR podcast, Invisibilia focuses on explaining psychological concepts like emotion, personality, reality, and the self. This is a good option for those just beginning to branch into the podcast world, as each episode is fascinating and easy to listen to. Favorite Episode: The Personality Myth

Very Bad Wizards: This fascinating podcast combines philosophy and psychology to answer questions that reoccur in popular culture. It has a very casual vibe, hosted by two professors and friends in academia: philosopher Tamler Sommers and psychologist David Pizarro. This podcast is for social psychology students and people who are interested in the intersection of humanities and psychology. Favorite Episode: Digital Outrage PINK FREUD

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ts in the lab than I did from any other work experience. From data collection and analysis, to literature based research and the conceptualization of studies, my tasks consumed my days and mind as I continued to vehemently pursue the ends of the research. Whether it was studying the idea of competition through the basketball rivalry between Duke and UNC, identifying the emotions of body language using NPR’s storytelling segment, or conducting research on the role of gender in elections, I was rarely left unoccupied. Yet, despite such a wide array of interests held by the lab workers and Dr. Galinsky, I was left with more questions than I arrived with.

Through my work at the lab, I found myself delving deeper into impressions of everyday life that I had previously labeled as trivial.

It is my belief that this came from studying in an environment dedicated to challenging and further examining aspects of the human mind and behavior, as it equipped me with the most detailed of lenses. As an intern, I quickly became aware of a side of psychology that I immediately fell in love with. The collective community of a lab team fosters an atmosphere of unrelenting imagination, ambition, and enthusiasm – something made even more prevalent given the unequaled kindness and intelligence demonstrated by both Dr. Galinsky and his Research Assistant, Brian Pike. In observing the realistic applications of the research one can only be exposed to in a lab, or by conducting said research oneself, psychology evolves into something greater than simply a subject; it becomes a practice.

Those Conspiracy Guys: Although this podcast is not hosted by a professional psychologist, Those Conspiracy Guys focuses heavily on the psychology of belief— why people believe in conspiracies and if there’s any truth to them. The podcast examines cults, crimes, and government cover-ups. The hosts have a great senses of humor, so the show is definitely worth a listen for those interested in the darker side of psychology;however, be warned that these podcasts are not for one sitting, unless you are a dedicated listener, as an average episode lasts up to four hours. Favorite episode: Heaven’s Gate Cult Behind True Crime: Behind True Crime is a podcast for those who love watching serial killer documentaries on Netflix, and want to be a part of the BAU on Criminal Minds.

Each episode features a psychological expert who offers their take on murders or other intense criminal acts. In a recent episode, they interviewed Dr. Valerie Bell, a psychologist who works to locate active hunting grounds for serial killers. Favorite episode: Dr. Valerie Bell Schools Us in Serial Killer Psychology This is a brief glance into the world of psychology podcasts, a jumping off point to explore an endless world of psychological principles. Every podcast listed above is available for free!

GUIDE

Futures in Psychology

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Anna Moskow `21

f you are considering entering the field of psychology, it is easy to feel overwhelmed with the myriad of paths that are open to you. When thinking about your future, comparing the numerous fields and specialties of psychology can help you realize which path is right for you. The most popular career paths in of psychology are clinical psychology, counseling psychology, child psychology, and psychiatry.

Clinical and counseling psychologists are similar, as they both provide psychotherapy, can work in clinics or independently, and require a doctorate degree. While clinical psychologists focus on psychotherapy for patients with severe illnesses, counseling psychologists focus on the patient’s general well-being over longer periods of time. Clinical psychologists also take a medical approach to illnesses when treating with psychotherapy. Child psychologists are similar to clinical psychologists, but work exclusively with children and teenagers.

Psychiatry is often linked with psychology, but goes a step further in connecting the behaviors of patients with medical treatment.

Psychiatry is most like clinical psychology, but while a clinical psychologists obtains a PhD and use psychotherapy as their main source of treatment, a psychiatrist obtains a medical degree and can prescribe medication. While

OP-ED

Hookups Vs. Relationships: Which is Better for Mental Health?

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Haley Ward `21

t Columbia and Barnard, relationships take the form of uncommitted sexual encounters.

Students claim that their strong focus on academics pushes them away from relationships. Maybe it’s a shared unwillingness to be emotionally intimate and vulnerable, in combination with our self-absorbance, busy schedules, and independent behavior. Hookup culture is dominant on campus, but what is better for our psychological well being — hookups or relationships?

In a study published by the American Psychological Association, both men and women appeared to have been affected positively after a hookup. Among participants who were asked to characterize the morning after a hookup, 82% of men and 57% of women were generally glad they had done it. Another study conducted by Bersamin et al. found that:

psychiatrists prescribe medication, they also engage in psychotherapy with their patients.

These four types of psychology are far from the only fields open to those interested in the field. Among the other types of psychology, there are a plethora from which to choose including engineering, media, forensic, rehabilitation, social, military, educational, industrial/ organizational, or developmental psychology. Psychology can be applied to any of the aforementioned fields to find a job that suits your interests.

Once you determine which occupation you want to work towards, you must determine the path that will get you there. Varying levels of schooling can help you attain your bachelor’s, master’s, and/or doctorate degree(s).

The most popular majors for master’s degrees include clinical, experimental, and applied psychology. With these majors, graduates most often go into teaching, government (ex. rehabilitation counselor), health care (ex. behavioral counselor), or business (ex. human resources manager). If you want become a licensed psychologist, you must either obtain a doctorate of philosophy in psychology(PhD), “College students who recently engaged in casual sex reported lower levels of self-esteem, life-satisfaction, and happiness compared to those who had not have casual sex in the past month. And students who recently engaged in hookups had higher distress scores as indicated by levels of depression and anxiety.”

Thus, it is apparent that the psychological data on sexual behavior in college students is scattered. These statistics vary because hookups are very individualistic. With every hookup, every person, every experience being different than the previous. Sharing your body with a stranger is not harmful or beneficial in and of itself, rather it is one’s motivations for engaging in this type of encounter that negatively or positively affect well-being.

Zhana Vrangalova at New York University concluded that college students who hooked-up for “non-autonomous reasons” (wanting to feel better about themselves, anticipating a long-term relationship, desiring affection, trying to please someone else) had higher levels of depression and anxiety and lower self-esteem than those who engaged in casual sex for autonomous reasons. Determining whether or not hooking up is beneficial for your mental health requires serious introspection, along with identifying the reasons why you want to engage in these types of sexual encounters.

The research on psychological well-being is PINK FREUD

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PHOTO BY NATALIE DICKER ‘20

or doctorate of psychology (PsyD). Those with doctorate degrees also have the added advantage of being able to open their own practice.

While most students want to continue learning, education is costly and time consuming.

A master’s degree takes two to three years, while a doctoral degree takes four to seven years.

Keeping the different fields of psychology in mind, it is important to remember that there are constant innovations in psychology. New styles of teaching and treatment are being developed everyday; subsequently, the job that fits best for you might not have even been invented yet. Any aspect of your life can be applied to psychology, making it easy to ultimately find the career you love. more straight forward when it comes to long-term romantic relationships. In a study done

by Columbia University in 2010, students in committed relationships exhibited better mental and physical health than their single peers.

Being in a relationship with mutual effort and love is said to improve cardiovascular health, reduce depression, boost immunity, and increase chances of orgasm. Though we often use phrases like “cuffed” and “tied down” to describe relationships, a loving bond between individuals does not imply less freedom. A relationship has the potential to give you more opportunity and ability, and it provides an escape route from academic stress. Neuroscience tells us that healthy and loving relationships tend to offer more mental health benefits than hookups, but that does not imply hookups are inherently negative.

I cannot tell you whether or not casual sex is good for you, but I can tell you that a respectful and caring relationship is. With that said, relationships, especially monogamous ones, are not for everyone. What’s best for your mental health comes down to who you are, and answering this crucial question requires some self-analysis. Figure out where you are on the spectrum of comfort, authenticity, and autonomy when it comes to hooking up, and know that it can be a source of suffering, or immense physical and mental pleasure. Take the time to think about how your love life is affecting your psychological well-being and be sure to ask yourself what you really want.

STUDY OVERVIEW

Dance, Dance, Evolution

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Yuki Mitsuda `21

ince the concept of art therapies has become increasingly popular, scholars have begun to research the effects that both visual and performing arts have on our mind. The discoveries that researchers have uncovered embody a crucial concept: our minds are undoubtedly connected to our bodies.

Dance is traditionally defined as a series of movements that matches the speed and rhythm of piece of music. This creative, engaging, and interactive form of art attracts a variety of people across age, race, gender, and class; however, not everyone is physically and mentally able to participate in dance the same way. Interestingly enough, dance has been implemented as a therapy to help patients with diseases, disabilities, and psychological issues.

According to the American Dance Therapy Association (ADTA), dance therapy is defined as the “psychotherapeutic use of movement to promote emotional, social, cognitive, and physical integration of the individual, for the purpose of improving health and well-being.” Since its emergence in the 1940s, dance therapy has improved patients’ skills such as emotion regulation, self-esteem, and problem-solving.

The most distinctive aspect of dance therapy is that it is non-verbal. Dance therapists work with psychologists at clinics, carefully developing their curriculum and analyzing the patient’s’ behavior during the sessions, in order to produce the best treatment possible.

These sessions may include exercises that invite participants to join in a circle, each building on the movement that previous patient demonstrates, emphasizing the idea of “synchrony and expansion.” Another treatment may focus on “micro-movements” that occur while the patients are engaging in daily activities like walking, sitting, talking, and standing. This approach conveys the concept that emotions begin as sensations in the body. By paying attention to the subtle sensations involved in muscle movement, patients become more aware of their bodily control, resulting in their ability to control, regulate, and make different choices regarding their emotional life.

PHOTO BY YUKI MITSUDA `21

PHOTO BY YUKI MITSUDA `21

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REVIEW

Review of Barnard’s Abnormal Psychology Course

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Rebecca Sosman `19

n Spring of 2017, I took Abnormal Psychology with Professor Gupta. Every Tuesday and Thursday morning, I would wake up, make my way over to Barnard Hall room 304, and prepare to hear a lecture on any one of many mental health disorders. I’ll be honest: I have rarely been able to keep myself engaged in any psychology lecture I’ve taken at Barnard or Columbia, with the exception of Professor Gupta’s riveting course.

At the time, I was a newly declared psychology major, so I often received the question, “What most interests you about psychology?” or “What do you think you want to do with that?” I would mumble some incomprehensible answer, as many uncertain sophomores do. My response usually involved something about my vague interest in abnormal psychology, despite my lack of concrete knowledge

about the mental health disorders themselves.

Abnormal Psychology with Professor Gupta filled in those gaps. She laid out each and every disorder thoroughly and effectively, while still questioning any misconceptions around the disorder, describing treatments and, most importantly, challenging her students to think critically and consciously about the clinical process of diagnosing psychological disorders.

In terms of the workload of this course, it was manageable and enjoyable throughout the term. At the beginning of the semester Professor Gupta told the class there would be one extra assignment where we could write a 5-page paper criticizing the DSM-5’s representation of one mental health disorder. This disorder could be chosen from those which we covered in class or another. This assignment would take weight off of the 3-exams we took throughout the semester. If you came to class and studied the specifics she told you study, then you’d do really well. I found myself never wanting to miss a lecture, not only because doing so would have contributed to study-stress, but also because throughout each class, I felt that I gained new, valuable information—knowledge that a textbook alone could not offer. Dr. Gupta noted at the beginning of the semester that the textbook would come in handy when it came to memorizing the general definition of each disorder and their criteria, but did not include

much of the discussion we had during lecture.

The course syllabus covered a wide range of mental disorders, from developmental, to mood, and even including psychotic illnesses.

I found that the most impactful disorder that we studied was Bipolar Disorder. I learned that the class can easily affect one’s personal psychological evaluation, more than I had expected. Professor Gupta warned the class that learning about a disorder will make it easy to self-diagnose, but urged us to try and stay away from such tendencies. As someone who has a close and vulnerable connection to bipolar disorder, to learn the foundation of the disorder, its concrete criteria, and its forms of treatment was extremely empowering. The next time a peer comments about the moodiness of a passerby, and how therefore they must be bipolar, I feel knowledgeable enough to speak up and and make an effort to break the harmful and mindless language that commonly surrounds mental health.

In short, if I could give you one reason to take this course, this would be it: its content is important in a world that stigmatizes and misrepresents mental health and mental health disorders. Psych majors and non-psych majors alike could benefit enormously from taking Abnormal Psychology with Professor Sumati Gupta at Barnard.

Resources on Campus

Furman Counseling Services https://barnard.edu/counsel 212-854-2092 Primary Care Health Service

https://barnard.edu/primarycare 212-854-2091 Sexual Violence Response & Rape Crisis / Anti-Violence Support Center https://health.columbia.edu/svr-rape-crisisanti-violence-support-center-0 212-854-4357 Well-Woman https://barnard.edu/wellwoman 212-854-3063 Nightline Peer Listening http://blogs.cuit.columbia.edu/nightline/ 212-854-7777

PHOTO BY KAYLA ABLIN `21

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PHOTO BY NATALIE DICKER `20

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