psyQuarterly - December 2013

december 2013 · issue 2

psyQ The

uarterly newsletter of the undergraduate psychology students’ association

DE-STRESS Issue

contents

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3

From the Newsletter Team

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De-Stress with Therapy Pets

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Upcoming UPSA Events

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Let’s De-Stress: Wise Advice from York’s Psychology Faculty

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UPSA Bookshelf

28

Membership Information

29

UPSA Office Location

30

Tutoring Information

31

Merchandise

32

Student Submissions

46

The Bottom Line: Money Matters

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Canadian Psychological Association

50

Useful Links

52

Call for Submissions

from the newsletter team

psyQuarterly

december 2013 · issue 2

As we approach the end of Fall Term, we’re probably all feeling overwhelmed. The end of the term means assignments are due, reports and papers need to be written, and final exams are just around the corner.

We’re also heading into a school break, which may mean celebrating holidays with family and friends, working extra hours at one’s place of employment, travelling, or just relaxing at home and gearing up for Winter Term.

PSYQuarterly Newsletter of the Undergraduate Psychology Students’ Association York University

Editor-in-Chief Somayya Saleemi Coordinator Susan Zeman

With that in mind, we decided to dedicate this issue of the UPSA newsletter to effectively dealing with all the stress that so many of us are experiencing right now.

In order to present a range of helpful tips for alleviating stress, we’ve asked our teachers for advice and guidance.

We owe them our thanks and gratitude - this issue would not be possible without their contributions.

May you be de-stressed.

Your UPSA Newsletter

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therapy pets Join Calumet College Master Suzanne MacDonald, some of her undergrads, and a few furry dog friends (owned by our Psychology faculty members) for a stress relief therapy “session.”

Wednesday, December 4 · 2:30-4:30 p.m. · 163 BSB

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upcoming upsa events Meet the Graduates

Another formal gathering, in collaboration with the Faculty of Health, its affiliated student clubs and associations, York’s Department of Psychology, and the Canadian Psychological Association’s student representative. This event will introduce you to at least five graduate students.

Mock GRE

A great opportunity to prepare for the Graduate Record Examination (GRE) - the required assessment for graduate school admission. Instructors from Kaplan or Princeton Review will administer a mock GRE, and you will have an opportunity to experience the test and its conditions prior to the real thing. Intended for students in the honours psychology program.

Awards Night

We cap off the academic year with this soiree held to show our appreciation for all UPSA volunteers.

Awards will be given out to those who contributed above the minimum requirement and excelled in their respective duties and roles.

winter term: dates and venues to be determined

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let's

DE-STRESS

Wise Advice from York’s Psychology Faculty

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P

sychology professors are great resources for advice on how to reduce stress. For one thing, they undoubtedly

have their own stress to deal with (issues with students, the daily commute, more issues with students...), but, because of their understanding of the human mind and behaviour, they probably see solutions that might otherwise be overlooked by others.

We invited every faculty member from York’s Depart-

ment of Psychology to submit advice, and have included all received responses here. We think you’ll agree that your antidote to stress can be found within these pages - it’s just what the doctor ordered.

Many, many thanks to all the profs who contributed.

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what students can do to reduce stress Dr. Esther R. Greenglass

D

ecember is no doubt one of the most stressful months of the year for students. Deadlines loom, tests and exams are around the corner, and the holiday season is approaching rapidly. The stress is real and can be debilitating if not managed. First, it is quite OK to feel overwhelmed, everyone does. The question is, what to do about it. Some would argue that stress is inevitable and you should just do what you can and let the rest take its course, after all, it will pass. I would argue against this attitude since I think you can do a lot more than you think to manage your stress and actually enjoy the month as it unfolds.

The key to doing this is to, pause, reflect, plan and refresh. Too often, when we feel stressed, we do the opposite, that is, we respond automatically, without thinking. This may work in the short-term but in the long-term, it adds to our stress.

So, start by taking a pause and then what? You need to reflect and make a list of what has to be done over the next few weeks. Once that is done, go back to the list and prioritize. For example, if you have a test that is coming up in a few days, studying for that test may have to be number one on the list. Another thing you may have to do is Christmas shopping. Well that may go at the end of the list, after you have completed your papers, tests and exams.

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Once you have determined that you need to study for the test, then you need to figure out what this entails and this helps you to plan what you have to do. Do you need to learn a whole lot of stuff in a short time or is it more a matter of reviewing the material. This is crucial as it will determine how you will spend your time. Remember, there are only 24 hours in every day so the important thing is to determine what you can realistically accomplish given the time you have. Let’s suppose that you are relatively prepared for the test and that what is needed is mainly some review. You may schedule an hour a day to do this. Then you go down your list to the next item which may be writing an essay that is due two days after the test. Here is where you need to determine what is required to write the essay. If you have done your research, then that is step one. Suppose you need to get some more recent material for the essay, then it would be a good idea to do this when you take a break from studying for your test. That is, by switching tasks, you get a break from each while helping to advance them both a little bit at a time.

And here is a clue to coping effectively with stress. Break down the steps needed to accomplish each task, and work on each while you can. Another technique that is useful is determining how much “brain power” each test or paper requires and allocating your tasks depending on your own rhythms. For example, if you are “a morning person”, you may need to do heavy duty thinking in the morning and leave the less demanding stuff for later in the day. So you may put your ideas together for your essay in the morning and do the references or bibliography in the late afternoon when you are less alert. This means that you need to know yourself and schedule your activities accordingly.

Finally, it is important to make time to refresh. We can’t work all the time no matter how dedicated or conscientious we are. Plan to spend your “off time” wisely as well. Exercise, eat healthy food, get enough sleep and do plan to spend time with friends and family as they can help boost your spirit, give you a break from your work and provide you with needed social support.

To summarize, when under stress, be mindful, be aware of yourself and plan accordingly. Plan also to make time to replenish yourself. All of this helps you cope better and you may even enjoy it as you successfully manage the demands in your life. And, remember, you can do it!

In these pressured times, do try to use your time wisely.

For example, if you have a dental appointment but also need to study, plan on waiting for your appointment but instead of getting upset that you are wasting time, take some work with you and focus on your work while you are waiting. In this way you are less likely to get upset and you will accomplish something. The point is to think in terms of time slots which you need to use wisely.

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Dr. Ian McGregor Effectiveness is a very good antidote to stress:

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Realistic workload--resist the urge to take on too much--students are often wildly unrealistic in their heroic projections of how they will beat the odds.

Hopes of excelling with a full course load, a part-time job, volunteer work, an active social life, and survival by sleeping 4 hours a night if necessary are unrealistic.

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Break down big goals into many small tasks so you can plan realistically and track your progress.

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Make a plan to work for a realistic number of uninterrupted hours (i.e., with internet turned off ) in a week, and in each day. This can be one of your smaller goals. Then, even if you don’t get done what you set out to do, you can still feel like you successfully did your best.

4

Work when you are working. Don’t fool yourself into thinking you are working just because you are sitting in front of the computer. Turn off the internet, TV, music, etc, and get fully immersed in your work. Multitasking is a myth.

“Studying” with others can also be a big distraction that allows you to feel like you are working when you are not really getting anything done.

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Maintain some rewarding social connections--don’t let yourself become too isolated. If you’re lonely, you won’t be effective.

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Exercise daily will make you smarter and more able to concentrate.

focus, 10

Dr. Ward Struthers

A

number of years ago I did a study with my PhD supervisor and another graduate student on this very issue. What we found is that University students' stress was negatively related to their actual course grade in introductory psychology. What this means is that the more stressed they were the worse they did in their introductory psychology course. However, the relation between stress and their course grade was mediated or explained by their coping style and motivation.

Specifically, students who used a problem focused approach (i.e., strategies to reduce stress) to managing their stress were more motivated. Moreover, those who were more motivated performed better in their introductory psychology course. Based on this research, here is what I would advise students to try to do.

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Think about and make a plan of action such as a study and exam schedule. Make sure your schedule incorporates what you have to do (e.g., read, make study notes, study) and how much time you have to complete your studying before the exam.

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Think about dealing with your studying one step at a time. Think about the big picture in terms of what you have to accomplish, but make sure you break down your studying into specific courses, weeks, days, and tasks. First, you might prepare all of your study notes and do all of your readings for all of your courses. Next, you can do your hard core studying just before each exam.

3

You should turn off all electronic devices that may be distracting (e.g., smart phone, internet access, MP3) while you are studying.

Struthers, Perry, & Menec (2000). An examination of the relationship among academic stress, coping, motivation, and performance at college. Research in Higher Education, 41(5), 581-592.

plan, set goals 11

sense of

perspective

Dr. Neil Agnew

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There’s a revered psychological principle that states that “behavior that is immediately rewarded gets repeated.” Combine it with the idea of baby steps and you end up with the Premack Principle - even reward baby steps. For example, when you arrive home instead of immediately grabbing a coke or a beer and turning on the TV you read one page of your text, close it and try to recall what you read … then grab your coke and turn on the TV. Next day try two pages. Baby steps plus reward gradually - and painlessly - strengthens the study response.

2

Don’t use a paintbrush to highlight important stuff in your text … no more that two or three lines should be highlighted.

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The wisest way to determine whether you’ve learned anything is to read a few pages of your text, or class notes, and then immediately do a closed text recall, then try a second recall a few hours later.

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If you haven’t started studying until the night before the exam then I advise that you get off your butt and CRAM!

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Dr. Michael Luther Shrink it down.

Don't catastrophize.

Failure is never fatal; success is never final.

A Einstein, M Zuckerberg, S Jobs all failed at some point in their schooling.

President Bush had a 'D' 1 st year at Harvard U. John Kerry, Secretary of State, had 4 'Ds' at Harvard U. It is not CANCER! It is just a dumb exam mark...

There are always 2nd chances; negotiate with your prof.

Dr. Joel Katz The ways in which I de-stress include preparing for it (as Jon Kabat Zinn says, “You don’t want to be weaving your parachute as you’re jumping out of the plane!”), engaging in preventive strategies that increase my tolerance for stress so that when I do feel stressed out it’s easier to cope with and in general abiding by Richard Carlson’s saying “Don’t sweat the small stuff” ....

Here are the top ten things I do/don’t to de-stress in no particular order (the more I do the better): · Get as much sleep as I can (preferably not in class --- at least not in mine!). · To quote Michael Pollan, “Eat food. Not too much. Mostly plants.” After all, “you are what you eat eats.” · Exercise regularly (4-5 times a week for an hour or more but even a 20 min walk is good) · Drink alcohol in moderation · Avoid drugs, including alcohol! · Get out and socialize --- with people I like · Don’t work/play too hard · Try not to dwell on negative thoughts/experiences - I am not my thoughts! · Enjoy myself, life is short · Do good things for other people · Find someone to talk to if I’m really stressed out · Develop a sense of humour ...

I know that’s 12 --- which reminds me of a joke I once heard.

There are three kinds of people in this world; those who can count and those who can’t!

Hope this helps.

sense of

humour 13

Dr. Susan Murtha

W

hen I was an undergraduate student I found one way to de-stress was to

schedule small little rewards after a day of studying, working on research, or writing a paper. These

reward, self-regulate, prevention

rewards ranged from socializing with my roommates to watching a favorite TV show. Today, you are stressed for a variety of reasons not the least of

Dr. Maggie Toplak

which is the feeling of not having enough time to complete many different papers or study for multiple exams with other competing demands on

I'm not sure if I can offer too much wisdom besides staying organized with school, but still balancing with good eating habits, exercise, and sleep!

your time such as your work, family, and friends.

But it is extremely stressful to arrive at the day to hand in a paper feeling like it is not finished, or to write the exam feeling totally unprepared.

Personally, I found that by scheduling my social or ‘play’ time I not only rewarded myself for the work I had done but it also helped to mitigate the

Dr. Clarry Lay Make daily, weekly, monthly schedules of what you ought to be doing -- when, for how long, where, and why. What you ought to be doing is engaging in prescribed behaviours to reach your goals. Do what you schedule and you will feel better, and better about yourself.

feeling that there was not enough hours in the day to do everything I needed to do. If you do not know whether you are managing your time well, or want to know how to manage your time better, perhaps see http://lss.info.yorku.ca/resources/ university-time-management/ for some possible suggestions. For example, maybe you could reduce the time you spend on social media sites throughout the day and instead reward yourself with time on social media sites at the end of the day, or something equivalent that works for you!

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Dr. Rebecca Pillai Riddell I think an important part of the holiday break that all too often gets overlooked is the break part.

Students can often get wrapped up in using the days off to get caught up on academic work and intense schedules of friend and family visiting. It is also important to take the time get caught up on sleeping, exercising, and eating right

Dr. Stuart Shanker The Canadian Self-Regulation Initiative (CSRI) was launched in 2012 to enhance the ability of children and youths to deal effectively and efficiently with stress and then recover from the effort. In recent years, scientists have documented a striking rise in stress levels in children, youth, and young adults, involving not just psychosocial pressures, but a broad range of environmental and physiological stressors that tax the autonomic nervous system. The CSRI was created to meet this challenge, by providing students and teachers with the tools they will need to manage these stressors.

The three key steps in self-regulation are:

1 2 3

Identify the major stressors in your life Become aware of when you are overly tense or hyper-aroused Discover practices that help you return to feeling calm and aware of what is going on inside and around you.

Universities around the country are responding to the mental health needs of our students with a wide range of programs. The better you learn how to self-regulate, the more effective these programs become. The benefits will show up, not just in your grades, but in your overall wellbeing: physical, mental and emotional.

For more information on self-regulation, go to www.self-regulation.ca.

Dr. Jennifer Steeves

Dr. Rebecca Jubis

Plan your schedule far enough in advance so that you can allocate sufficient time to studying and doing assignments. This will help reduce last minute panicking. Make sure to plan for some relaxation time too and don't feel guilty about it. Balance is important.

Feeling stress is a very normal part of university life and every student will experience stress to some degree. It's much easier to PREVENT stress than to try to overcome it. My advice for keeping stress at bay is to plan ahead, organize your time, and distribute your work rather than cramming at the last minute. Test and assignment dates are usually provided at the beginning of the course, so plot them on your calendar right away and plan accordingly. Not only will this reduce stress, but it will likely improve grades. Do yourself a favor, and make university a pleasant and rewarding experience!

balance, schedule, take a break

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Dr. Alexandra Rutherford What can you do to reduce stress? There is significant research showing that interacting with our animal companions can be an excellent stress-reliever. So if you have a cat or a dog, you have a great opportunity to relax.

Playing with my dog Benny not only lowers my blood pressure, but also puts my stress in perspective. Take a page out of Benny's book and reeee-lax.

Dr. Rutherford’s dog, Benny

Dr. Jill B. Rich Take a deep breath in through the nose and then breathe out very slowly through the mouth (as if cooling a spoonful of hot soup). Repeat 4 more times.

time to 16

relax

time to

play

Gateways Dr. Tifrah Warner

Dr. Mary Desrocher

Stop, do something very trivial, pick up a fallen leaf.

We all take on too much, and invest too much emotion into every project we do. While achieve-

Stop, do something very trivial,

ment is important, particularly if you are striving

look up at the clouds.

for a lofty goal, we expend too much energy worrying about being perfect. Learning to let go, and make things "good enough" is one way to decrease stress.

Time for yourself is also important. Don't feel guilty about spending time with friends and family, instead of constantly working. You need time

Stop, do something very trivial, listen to your own heart.

Within the dense grid of your worries there are gateways to freedom, stop and step through the spaces of triviality.

away from school work, to clear your mind. You will be more productive and happier if you spend time doing things you love, not just the things you have to do.

Dr. Laurie Wilcox Make some time to get some regular exercise. It's hard to overstate the value of just making yourself move.

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Dr. Ami Rokach I was asked to write about de-stressing, and I presume that we are aiming at distressing after the semester is done, the exams are behind you, but your muscles are still tense, and your mind not yet relaxed.

Several suggestions:

1

It helps to live in the here-and-now. That means that when you studied you hopefully dealt mainly with that, and did all you could to achieve your goal. Now, during the time in-between semesters, relax. Stop re playing the situation in your head. You cannot change the past.

If you can relax, you will, hopefully, do better in the next semester, and return to school refreshed.

4

Get support. From friends, family, or a professional. Of utmost importance!

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Monitor yourself, set your goals, and manage your time effectively.

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6

3

7

We all get anxious, sometimes. Do your best not to let your anxiety take over. If you need, get some counselling, to help you control your anxiety, rather than vice versa.

Find out what is causing your stress, and address it: overload? Insecurity? Learned helplessness? Poor nutrition? Fear of failure?

live in the

Watch your health. Chronic stress may lead to health problems, which in turn will exacerbate your stress.

Do not take your present good health for granted. When you neglect your body, it tends to return in kind.

Have a good and rejuvenating holiday with your loved ones.

moment

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A Few Hints About How to De-Stress at University Marc Wilchesky, PhD, CPsyc Executive Director, Counselling & Disability Services

A

s we move into the final stages of the fall term, many students begin to feel “stressed out� about the academic pressures and challenges confronting them. While some degree of stress is essential as a motivator for all of us, knowing how to manage the stress is essential so that we don’t get overwhelmed and immobilized.

There are many fairly simple strategies that can be employed to help us cope more effectively with stressors.

Getting enough sleep and learning how to relax can help students counteract the physical stress response and to think more clearly. Regular exercise and sound nutritional habits also can be helpful in keeping stress in check. Similarly, using effective time management techniques can help students learn how to successfully juggle competing priorities and reduce their stress level.

Examining critically the thoughts and beliefs we have about what is causing our distress can help put things in perspective and perhaps reduce our initial appraisal of the level of threat posed by the particular situation.

Here are a couple of useful resources: The relaxation exercises found through the following link are made available courtesy of the Counselling Centre at Hobart and William Smith Colleges. http://www.hws.edu/studentlife/counseling_relax.aspx Tips on time management are available at the following link from the Learning Skills Services in Counselling & Disability Services at York University. http://lss.info.yorku.ca/resources/university-timemanagement/ If you feel that you or a friend may need to speak in confidence to one of our personal counselors, the following link provides information about how to access personal counseling services at the Keele campus of York University. http://pcs.info.yorku.ca/accessing-counsellingservices/

Finally, talking with good friends, colleagues, residence dons or in some cases, a professional counselor, can help ease some of the tension that you feel by providing you with emotional support and a more helpful perspective.

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Dr. Margarete Wolfram

1

When trying to de-stress always go for FIGHT rather than FLIGHT. The only way of getting out of difficulties is to get through by tackling them. Avoidance may bring short-term relief from stress but will leave you worse off.

2

Make an inventory of what needs to be accomplished, dividing the task into bite size portions.

Set priorities and establish time limits for each task.

Keep an eye on the whole inventory of what needs to be done rather than parking on a single task trying to master it to perfection. According to the Pareto principle, 80% of a job tends to be accomplished in 20% of the time, but it will take 80% of the time to accomplish the remaining 20% of the task.

If by the end of the time period that you had allotted to a task it is not yet completed, make a few notes on what needs to be done and set a time when you will return to it. Then go on to the next item on your agenda. It is essential to keep moving.

Do take small breaks to revise your strategies; brainstorm alternative ways of accomplishing what you need to accomplish. Stress tends to result when trying to accomplish a lot while investing too little time and attention.

3

Keep your body in good operating condition by giving it regular meals, sleep and physical exercise. Make a deliberate effort of keeping distracters at bay.

Dr. Richard Lalonde

Dr. David Reid "De-stress" means "to become or cause to become less stressed or anxious" (dictionary definition) Here are two things that have helped me when I was a student and these helped other students over the years:

1

Make a list of what needs to be done, prioritize, make a plan (includes anticipating hurdles) and stay to it so the light at the end of the tunnel of work gets brighter and ever more rewarding as it gets closer. Such a list provides direction, purposefulness and a course of action. These are life skills which come from being a good student.

2

Its not all about you alone. We do not give sufficient consideration of how our environment (including friends, face-book, unnecessary habits) add to our stress. So, learn how to modify, change or at least keep those environmental factors away from what you want to do => getting your studies done. Sometimes selectively organizing peers (they do not have to be close friends) to study together and with everyone dedicated to not be distracting works better than spending hours alone when one is inclined to waste time. In this way you make your environment work for you rather than against. A room with two or more hard working disciplined students creates a contagiously serious atmosphere where a lot of quality studying gets done.

Manage your work -- put together a list of the things that MUST be done and then make a schedule so that specific times are slotted for working on different projects (i.e., papers, exams, work).

Exercise regulalrly -- if you re not the athletic type a vigorous walk for 30 minutes will do fine. Try to do this everyday and use it as either as preparation time before working or as a reward for working.

prioritize, exercise, consider others

Be generous to others (not a research based suggestion, but a good life mantra).

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don’t forget!

therapy pets Join Calumet College Master Suzanne MacDonald, some of her undergrads, and a few furry dog friends (owned by our Psychology faculty members) for a stress relief therapy “session.”

Wednesday, December 4 · 2:30-4:30 p.m. · 163 BSB 21

tis the season to de-stress Dr. Gordon Flett Department of Psychology, and LaMarsh Centre for Child and Youth Research

W

hile lowering stress is always a good idea, it is an especially good idea to lower stress when levels of stress and tension are on the rise as the end of term and the exam period loom. Some stress is natural and unavoidable for every student. Still, it is in your best interest to try to reduce the stress that is more manageable and controllable.

Before discussing a few tips that should prove useful, an important distinction has to be made between different types of stress. Most theories focus on the uncontrollable feelings of stress and tension when major life events occur, such as the loss of a job or experiencing a relationship breakup. This contrasts with the stress that is experienced in the form of daily hassles. Hassles can be academic (e.g., dealing with red-tape, losing a textbook), interpersonal (e.g., group members not doing their part) or general (e.g., trying to get to school without delays, parking problems, etc.). We measure these daily stressors with a scale we have developed called the Brief College Students Hassles Scale. The 20-items on this scale were selected after receiving hundreds of suggestions from undergraduate students. Professor Paul Kohn at York has also created a hassles scale that measures a range of academic and social daily hassles.

Research indicates that it is the stress of daily hassles, relative to the major life events stress, that has a bigger impact on us in terms of psychological distress and health problems.

These chronic irritants exert a greater toll on most people because they are chronic and frustrating. You will know what I mean if you just think back to the last time you had a

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really bad day where small things just kept going wrong and it seemed like there was nothing you could do to stop them from happening. Two or three days like this in a row and result in feeling exhausted and demoralized.

Everyone has her or his bad days but some people seem especially prone to a life full of hassles. We know that certain personality styles make a difference. Perfectionists and procrastinators, for instance, tend to have substantially higher levels of daily hassles when compared with people who are not perfectionistic and do not procrastinate. Another thing that makes a difference is a person’s coping style. A habitual tendency to simply react emotionally to your problems (i.e., emotion-oriented coping) or refuse to acknowledge your problems (i.e., avoidance-oriented coping) is less adaptive.

What coping styles are more adaptive? Previous research conducted at York by Dr. Norman Endler showed the benefits of a task-oriented style that involves tacking the stressor instead of avoiding it. More recent research by Professor Greenglass in the Department of Psychology shows similarly that developing a proactive coping style has great benefits.

What else can you do besides being more proactive? First, try to avoid making your problems worse by making poor personal choices. Here I am referring to a condition we study called “self-generated stress.” People can make their lives much more stressful by making poor choices (e.g., going out on a Thursday night even though you have a test on Friday and haven’t studied enough). This can include deciding to spend time with people who tend to cause conflict.

Second, a big trend in psychology right now is on becoming mindful. People can learn to sense feelings of stress and anxiety and once they become more aware of these feelings, they can develop and utilize a relaxation response. Help can come from simply learning to engage in regular breathing exercises perhaps in conjunction with meditation. Other strategies you might want to consider include engaging in some vigorous exercise; but if you do exercise, focus on the feelings and sensation of the exercise and don’t let your mind wander back to how stressed you have been feeling.

Finally, people are “sitting ducks” for stress when they have not learned to celebrate our successes and they don’t incorporate the messages from positive psychology into daily life.

One of the most thriving research areas is showing the benefits of self-compassion and self-acceptance. Remind yourself that nobody is perfect and there is no reason to beat yourself up when things are not going according to plan.

And remember to give yourself a pat on the back when you have done your best, even if the end result is not exactly what you hoped for.

Third, stress almost always gets worse when it is combined by other negative tendencies, such as being highly self-critical or pessimistic. You can learn more positive thinking styles based on cognitive-behaviour interventions developed in psychology.

One last thing should be mentioned. Many students convince themselves when they are feeling stressed and distressed that they are the only ones who are feeling this way; they convince themselves that there is something uniquely wrong with them. The person who feels this way can become very lonely and isolated. It is important to realize that there are hundreds if not thousands of other students who are also feeling this way. This was confirmed by a 2009 survey conducted at York which found that 54% of the participants reported that over the past year, they had experienced either tremendous stress or more than the average amount of stress. So feeling stressed is normative! Remember that your feelings may be quite natural as you cope with the challenges and pressures associated with the student role.

Fourth, if you feel stressed because you are trying to be perfect, it is important to lower your goals and instead focus on a healthy striving for excellence. Some of our research shows that trying to be perfect actually backfires and can result in lower performance rather than higher performance.

Your goal should be to be conscientious and do your best without pushing yourself past the point of exhaustion. It is also important to learn that your focus should be on pleasing yourself rather than getting other people’s approval and recognition.

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Brief College Student Hassles Scale Hassles are irritants that can range from minor annoyances to fairly major pressures, problems, or difficulties. They can occur few or many times. Each item listed below concerns a specific hassle.

Please rate the persistence of the hassles shown below, over the past month including today.

Persistence is defined as the combination of the frequency and duration of a hassle. Some hassles may occur very frequently and last for a long time whereas others may occur rarely and not be very enduring. Various other combinations are possible.

Please indicate the persistence of each hassle over the past month by checking a number between “1” and “7”, according to the rating scale shown below:

1 2 No hassle; Not at all persistent

3

4

5

1 Academic deadlines Contact with girlfriend/boyfriend Future job prospects Relationship with people at work Money for necessary expenses Noise Organization of time Weight Household chores Family expectations Relationship with mother and/or father Academic bureaucracy Preparing meals Exercise Owing money Job satisfaction Financial security Relationship with girlfriend/boyfriend Relationship with brother/sister College program requirements

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6

2

7 Extremely persistent; High frequency

3

4

5

6

7

relax MANAGE PREVENTION

pause

perspective

self-regulate REWARD

plan

play

schedule

EXERCISE

reflect Refresh Study Smart

focus on others

take a break

LEARN

breathe deep Simplify

laugh

socialize

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upsa bookshelf: reviews you can use

by Fredric Weizmann, Ph.D. Department of Psychology, York University

There are lots of strategies for coping with anxiety and stress, and there are also a lot of books on the subject, including a number that are inexpensive and quite focussed.

I have suggested three books that I think students might find helpful. They offer a lot of tips about coping with stress and anxiety--problem solving strategies, relaxation exercises, etc. Any one of these books are good, not expensive and easily available.

You can get them from Amazon or Chapters/Indigo, (often in electronic versions), or through Caversham’s Book Sellers. This is one the best bookstores around for books on psychology, psychiatry self-help books etc. They are located in downtown Toronto (Harbord and Spadina) but you can order from them on-line.

Caversham’s Book Sellers http://www.cavershambooksellers.com 98 Harbord Street, Toronto

Coping with Anxiety, by Edmund J. Bourne and Lorna Garnaro.

This is a good, but pretty basic guide to dealing with stress and anxiety.

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The Anti-Anxiety Workbook, by Martin Antony and Peter Norton.

This is a very good book which incoporates a lot of procedures from Cognitive Behavioral Therapy. (Martin Antony is the Chair of the Psychology Department at Ryerson.)

Anxiety and Avoidance, by Michael A. Tomkins.

Another excellent CBT based book. It also incorporates other techniques, including some based on mindfulness meditation.

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become a member UPSA Membership

Join as a general member and get news about upcoming events. As a general member, you can also apply to become a tutor, or get a tutor for one of your psychology courses.

Best part of all, it’s absolutely free.

Just fill out the general membership form online (click here) , or drop by the UPSA office at 126B Calumet.

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upsa office Location 126B Calumet College York University 4700 Keele Street Toronto, ON M3J 1P3

Office Hours

10am-5pm, M-F

Website, Email

upsaweb.wix.com/upsa upsa@yorku.ca

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tutoring Free tutoring for UPSA members.

Available for PSYC 1010, 2020, 2021, and 2022 (and other courses).

Just complete this online tutoring form, and we’ll set you up with an UPSA volunteer tutor for Winter Term.

Get help with questions like these:

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Could you explain how rods and cones differ?

How much information can be stored in short-term memory?

First, their shapes are differnt. As indicated by their names, rods are “rod-shaped” and cones are “cone-shaped.” Functionally, cones enable us to see color, and rods enable us to see in dim or dark conditions.

“Seven plus or minus two units of information” is the ususal response. However, if you chunk or group individual items together into a cohesive unit, you can increase the amount of information in short-term storage.

What is the difference between an independent variable and a dependent variable?

Why is Freud’s description of the mind like an iceberg?

The independent variable is the condition manipulated by the experimenter in order to determine its effect. The dependent variable is the effect caused by the independent variable, and is measured by the experimenter.

Most of the iceberg is below the surface.

Similarly, Freud emphasized that much of what constitutes a person’s personality is hidden from view, in the unconscious. It’s not readily accessible to awareness.

upsa merchandise Put UPSA under the tree this year. UPSA merchandise makes a great gift for any York psychology student. Items are available at the UPSA office, 126B Calumet College, 10am-5pm, M-F. We also have selected items on hand during our tabling or special events. Cash only.

pins $.50

lanyards $3

tumblers $4

t-shirts $10

sweaters $35

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student submissions Paul Fraughton Author Bio

Paul authored “The Watson Diet: How I Lost 10kg in 2 Weeks!” which is also available through amazon.com.

Paul Watson Fraughton is a Canadian soccer player and kinesiologist. He came from a humble background

His personal experiences and failures have allowed deep

and is a passionate expert on soccer training. Paul has

analysis of elite athlete functions. His educational back-

earned scholarships and athletic achievements through-

ground includes kinesiology, athletic training, biology,

out North America.

and physical education.

Paul is the author of the Forward in Football Textbook,

Paul Fraughton shares his talent on YouTube. Paul en-

10 elite soccer development manuals and counting.

courages feedback from everyone. http://www.youtube.com/paulfraughton

Paul also developed the “For Athletes” series which cur-

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rently includes “Core Strength for Athletes” and “Nutri-

Paul is working on a specialized honors degree in kinesi-

tion for Athletes” titles available on Amazon.

ology science at York University.

The Earth In question, The lady in Pain Juan Alberto Nieto Andino

And so the story began Through the dense haze and the salty smell that drips step by step It is heard a pulse from her, which asks fair and just, Thy fertile Earth, grazed with love, of faithful colors and the blooming laughter of infant souls You cannot see, for passion has made you blind, Cannot breath, cause if such, you shall fall from state of grace, Yet can only feel the walking shadow of your lover.

The neighbor at the sky, sets forth to the walk, He slithers slowly and precise; ethereal and pious, The heavenly gears push him in acoustic perfection.

Sad the sun is, Because among the great feelings that exist and neglect to exist And for those that we can’t comprehend (and shouldn’t attempt to comprehend) He hates, he envies the ambivalent state of his Earth And so he sets himself to the walk, like a golden pin flowing through God’s celestial hairs Envying thy fertile Earth, so humane, and for she waits the shadow of the beloved one.

Some trees talked and some others don’t stop foretelling, As for the wind told them that it was not, And, so they tell your story once again

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student submissions

Sounding Board: A reference to auditory-visual synaesthesia

by Jennifer Marr

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What do you do with infinite images?

by Catherine Walshaw

The Pond

by Andrea Gentile-Rocha Surface skin.

Difficult to know what lurks underneath Tiny dots, like an impressionist painting Sweat, sun burning my face Under the surface, behind my eyes passerby do not know of the pain, the emptiness Just see the energy running around me So shallow.

What do you do with infinite images?

Which memories do you keep immortalized and which to you publicize?

Which moments should be crystallized into digital data?

What does that say about the unprocessed moments?

Does that mean they’re left behind, left on their own to fend for space in an obscure memory drawer? one that’s rarely opened and explored anymore.

Or are they left to an inept imagination?

A feature of creation that we love to boast about, but cease to use.

A quality we love to post about, but always seem to lose once were out in reality, where we need it most.

One that’s abused in our virtual realmthe place where egos gather to indulge.

The home of self-obsession and public affection.

This is where most images go.

Into a worldwide database of unknown souls.

Always open for access, everlasting static.

Turning memory into a dusty attic, A room that’s always there, in case anyone get scared, that they are not human anymore.

But where no one likes to visit- it’s too much energy taking the stairs.

People cannot bear the weight of unused muscles The modern brain is always craving more.

New images to manage the bore of going over old synapses.

Afraid we’re going to collapse of exhaustion.

Relapse into memorization.

Come face to face with the realization that if we photograph every instant and are constantly filming that in those moments we are not really living.

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student submissions Norbu Tsering Report on the Wason Card Selection Task

36

In cognitive psychology, the field of problem

information regarding individuals’ connection with the

solving and reasoning strategies has been of great

task.

interest. One of the curiosities of cognitive psychologists

is regarding deductive reasoning and learning how

participants perform on problem solving tasks that

individuals respond to reasoning problems that involve

involve presentation of reasoning tasks in different

certain propositions defining a rule. One of the

orders. One of the problems requires attention to

experiments conducted by P.C Wason (1968) called

arbitrary information and the other that has content.

Wason card selection task is based on how individuals

This will help us identify a relationship between the two

face problems that require them to follow certain

problem solving tasks and whether the presentation of

premises in reasoning about and confirming a rule.

the two tasks one after another illuminates any cognitive

The Wason card Selection task and a replicated study

factors that play a role in facilitating the solution of the

by Griggs & Cox (1982) have the same design of study

problems.

but their propositions follow a different set of meaning.

Whereas Wason selection task has a proposition with

arbitrary, content, propositional reasoning, memory-

arbitrary information, Griggs & Cox test reasoning with

cueing hypothesis, content effect and mental set. The

In the present study, we want to see how well

Some of the relevant terms to be noted here are

context of the term ‘arbitrary’ is set here as objects based

question presentation is modified. My prediction of this

on random choice without a system of design or reason.

current study is that the results will not move on the

Content is presented as something that has meaning and

same path as the original study. Due to the methodology

value derived from an individual’s experience or past

of this study, the level of performance of the subjects

knowledge. Propositional reasoning is defined as premises

may show low competence level.

Method

that are presented through propositions and conclusions produced from these propositions. The memory-cueing

Participants

hypothesis states that participants, in the card selection

Participants taking part in this study are a group

task, attempt to bring back memories of past experiences

of university students with a mix of both male and female.

regarding the content of the problem, the relationship

They are enrolled in a third year psychology course

found with them and identifying a counter argument for

called Cognitive Process. This study was conducted

the rule defining the relationship. It also gives rise to the

during one of the lectures. Since the group was divided

idea of the degree of similarity to subjects’ experiences

without a formal procedure, group 1 had 32 subjects and

connected to their performance in the task. Participants’

the group 2 had 21 subjects.

performance in the tasks is influenced by the superficial

Procedure

content of the problem highlighting their experience,

On the screen, the first question was shown with

knowledge or even emotion. This is the content effect. At

four cards presented, ‘E’, ‘K’, ‘4’ and ‘7’. This question

last, mental set is our likelihood of looking at an object

was called the arbitrary question. The task was to say

or relationship in terms of our immediate experience and

which cards and the only cards were to be turned so that

forming a consistent strategy to perceive things in one

the rule is proved to be true. The rule stated that if a

way.

card has a vowel on one side, then it has to have an even The present experiment being presented here

consists of the same tasks and similar expectations.

number on the other. The students were each given a piece of paper to write their answers for each question.

However what is different is the specific form of

On the next question, the instruction given was

presenting the problem to the participants. For example,

that the cards present had information about four people

compared to the original literature, the context of the

in a bar. The cards had a person’s age on one side and

37

the other side had what the person is drinking. The cards

As the results show, among the 32 subjects in

presented were ‘drinking a beer’, ‘drinking sprite’, ‘19

group 1, their performance was better in the content task

years of age’ and ‘16 years of age’. The rule was that if

(32%) than the arbitrary task (28%). On the other hand,

one side of the card said that a person was drinking beer,

performance of the 21 subjects in group 2 was better in

then the other side should show that they are over 18

arbitrary task (19%) than the content task (10%). The

years of age. The students were to write down which of

difference in performance between the arbitrary question

the cards and the only cards were to be turned to confirm

and the content question for group 1 is found to be very

the rule.

small, whereas there is a greater discrepancy between

Students were divided into two groups with one

the results of the two problems for group 2. Overall, it

sitting on either side of the lecture hall separated from

can be concluded that performance of group 2 was much

the middle. The problems for this study were given to

weaker than group 1 in respect to both tasks.

one group while the other group was to wait outside.

The first group faced the arbitrary question and the

According to the Wason selection task on

content question second. After the first group finished

propositional reasoning, participants performed poorly

completing their task, they left the hall as the second

when given the arbitrary question. Wason proposed

group came in to complete the same task but this time,

that individuals typically seek a consistent connection

the content question was given first followed by the

or relationship held between premises and certain

arbitrary question.

circumstances. Comparing this to the content question, Results

38

Discussion

there discrepancy between this and the content question

A= Arbitrary, C= Content

(%) correct responses

(%) correct responses

Group 1 (A,C) n=32

28

32

Group 2 (C,A) n=21

19

should have been very large for both groups. According to Richard A.Griggs & James R.Cox (1982), it is expected that participants perform exceptionally well in solving the content related problems. Their reasoning is

10

based on the memory-cueing hypothesis. It gives rise to the idea of how similar subjects’ experiences are to the

problem and this is linked with their performance in the

One important factor that plays a strong role as a

task. This also illuminates content effect. Participants

limitation is the subjects’ attention and motivation level.

that have all the same propositions perform differently

The study took place during the time of a regular lecture

due to the superficial content of the problem. Ironically,

usually taken place in the evening at 7pm on a weekday.

our results do not reflect this theory. Griggs & Cox

The students may not be as energetic as they would be

argue with evidence that although subjects do very well

in the morning or during the day. This would have an

with problems that help them recall past experiences

impact on their ability comprehend any instructions.

connected to it, when presented in an order such as the

If some of the students were confused about what was

one for group two, their performance for that specific

expected of them, they may have hesitated to ask for help

type of task declines. The data of the present study shows

which could lead them to answering the questions simply

no resemblance to this theory since the percentage of

based on their mental set, thus increasing the chance of

correct responses for both tasks in group two are low

making erroneous responses in choosing which cards

and one is not so much higher than the other.

to turn. Another limitation would be the procedure of

The results portray knowledge that goes against

organizing the subject groups. Assigning one to a certain

the grand literature and does not help us defend the

group should follow from the individual being deemed

formal research conducted by Wason. Also, giving

as fitting as a group member. Simple random assignment

consideration to the methodology of the study, it is safe

with uneven number of subjects shows ignorance of its

to argue that this study does not express any external

impact on the results and also our comprehension of the

validity and so it cannot be extended to the real world.

subjects’ performance.

The results gathered in the present study do not make

Since the present study does not make any

meaningful contribution to the body of knowledge that

significant contributions to our understanding and

is already present regarding reasoning and problem-

knowledge of reasoning and problem solving strategies,

solving strategies. These conclusions arise not only

unfortunately, it does not help us answer the question of

from the extraordinary data but also from the limitations

how well individuals perform in reasoning and problem

present in this study.

solving tasks. We can attest to this by the influence of

39

the drawbacks of the study. Any future research that

ezproxy.library.yorku.ca/docview/616737579?a

may be similar to the current study based on the subject

ccountid=15182

environment should give great focus and attention on

Dawson, E., Gilovich, T., & Regan, D. T. (2002). Motivated

the methodology regarding the subjects’ preparedness

reasoning and performance on the wason

and motivation to participate in the study. In another

selection task. Personality and Social Psychology

specific area, future research may involve instructions

Bulletin, 28(10), 1379-1387. doi:http://dx.doi.

where subjects are implicitly encouraged or signalled to

org/10.1177/014616702236869

seek for premises that reject or disconfirm a rule. This is known to facilitate reasoning by a great deal.

References Wason, P. C. (1968). Reasoning about a rule. The Quarterly Journal of Experimental Psychology, 20(3), 273-281. Retrieved from http://search. proquest.com.ezproxy.library.yorku.ca/docview /615562510?accountid=15182 Griggs, R. A., & Cox, J. R. (1982). The elusive thematicmaterials effect in wason’s selection task.

British Journal of Psychology, 73(3), 407-420.

Retrieved

from

http://search.proquest.com.

ezproxy.library.yorku.ca/docview/616721197?a ccountid=15182 Cox, J. R., & Griggs, R. A. (1982). The effects of experience on performance in wason’s selection task. Memory & Cognition, 10(5), 496-502.

Retrieved

40

from

http://search.proquest.com.

don’t forget!

therapy pets Join Calumet College Master Suzanne MacDonald, some of her undergrads, and a few furry dog friends (owned by our Psychology faculty members) for a stress relief therapy “session.”

Wednesday, December 4 · 2:30-4:30 p.m. · 163 BSB 41

student submissions

Island Soldiers: A soulful moment behind the camera

by Arash Kamran

42

upsa quiz 1. a) b) c) d)

UPSA stands for?

United Psychology Students Association University Psychology Students Association Undergraduate Poor and Starving Asylum Undergraduate Psychology Students Association

7. a) b) c) d)

What kind of UPSA merchandise is available?

Speedos Lunchboxes Autographed glossies of Freud T-shirts, pens, lanyards, tumblers, sweaters

2. a) b) c) d)

What are the official UPSA colours?

Red, White & Blue 50 Shades of Grey Silver & Gold Purple & Gold

8. a) b) c) d)

What service is UPSA best known for?

Massage Psychotherapy Travel bookings Tutoring

3. a) b) d) d)

How much does an UPSA membership cost?

Your firstborn An arm and a leg How much you got?

Nothing

4. a) b) c) d)

Where is UPSA located?

Up Down Hogwarts School of Witchcraft & Wizardry 126B Calumet College

9. a) b) c) d)

What events will UPSA host?

The 2016 Olympics Next year’s CPA convention The Academy Awards Open House, Meet and Greet, Mock GRE, Meet the Grads, Awards Ceremony

5. a) b) c) d)

What College is USPA affiliated with?

Slytherin Winters George Brown Calumet

10. a) b) c) d)

When are UPSA’s office hours?

Office hours?

11:59p.m.-12:00a.m. (Saturdays) 10am-5pm, February 29 10am-5pm, M-F

6. a) b) c)

d)

Where can you get UPSA swag?

The vending machine Three blocks west of Osgoode Station Psst...over there...see the dude wearing the oversized trenchcoat?

At the UPSA office, and various campus events

43

Answers: 1(d), 2(d), 3(d), 4(d), 5(d), 6(d), 7(d), 8(d), 9(d), 10(d)

T H E B OT TO M LINE: MONE Y MAT T E R S

by Susan Zeman

1 Budget Constructing a budget is a great way to keep track of money coming in and going out, and they can be really easy to make. You can create a budget with just a notebook. Or, with an Excel spreadsheet. There are also free online budgeting tools (most of the major banks offer them) and apps for your smartphone. However you do it, it’s important that you monitor activity and keep it up to date.

2 Credit Risk Credit card companies make it very easy for students to obtain credit cards. Paying with a credit card is convenient, but is not without risk. Some credit cards charge an annual fee. All of them charge really high interest rates if you don’t pay your bills in full each month. You’d be surprised how quickly debt adds up with accrued interest charges. It’s also easy to spend beyond one’s means with a credit card, since it’s hard to know just how much you’ve spent until you get your monthly statement (unless you monitor your activity online - which you should do). If you fall behind in your payments, your credit rating will take a hit, and that could spell trouble for you later on when applying for jobs, loans, or mortgages.

3 Pay With Cash If you really want to avoid spending beyond your means, then pay with cash. With cash, you’ll always know how much you have, and you can’t be tempted to buy things you like, really don’t need, and can’t afford.

4 Bring Your Own Food Although campus eateries offer convenient (and tasty!) food options for lunch or dinner, eating out can really add up. If the average price of a meal is $6, and you eat out four days per week, that’s $24 a week and almost $100 per month - or $1200 per year! Bringing your own food is less expensive, and you have greater nutritional control.

44

5 Bring Your Own Beverage We love caffienated beverages! But these add up too. Especially since most of us have more than one beverage per day. If the average cup of coffee costs $2, and you drink two per day, that’s $4 per day, $16 in just four days, and $44 per month ($528 per year). If you drink two speciality beverages per day, coming in at $4 per drink, that’s $8 per day, $24 in just four days, and $96 per month ($1152 per year). Again, think of the savings if you bring your own. You could even store your hot coffee, tea, or cocoa in an UPSA insulated tumbler - a bargain at only $4.

6 Be a Smart Shopper Some stores offer students a discount. For example, every Wednesday, Bulk Barn gives students a 10% discount off their total purchase. Just be sure to bring your student I.D. Most stores have weekly sales and specials; be sure to check their advertisements, flyers, or website to get the latest deals. Some stores will offer a slight discount if you buy a case of something. This can be a great way to save money, especially if your friends like the same items and can chip in for the total cost.

7 Banking Options You can be nickel-and-dimed by monthly bank fees. Fees for debit card transactions and chequing, fees for being under a minimum balance or for overdrafts, fees for using other banks’ ATMs. It’s especially bad because many accounts won’t even give you interest (or only extremely low interest) on your account. Explore no-fee banking options. PC Financial, with locations in Superstore and Loblaws, offers no-fee banking.

8 Save For a Rainy Day It’s never too early to begin saving. And it’s good practice. If you put away as little as $5 per week, you would have $260 by year’s end. Doesn’t sound like much, but it just might come in handy in an emergency.

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47

useful links UPSA

YO R K R EL AT ED

Website

Department of Psychology

Facebook Page

The Trauma & Mental Health Report

Twitter

York Bookstore

Online Membership Form

Discount Textbooks Store

Need a Tutor?

York University Psychology Clinic

Want to Become a Tutor?

York’s Counselling & Disability Services

Volunteer Executive Form

Centre for Vision Research Institute for Social Research

AC A DE MI C S UCCE S S

Undergraduate Research Participant Pool

APA Style Guide (Purdue)

LeMarsh Centre for Child and Youth Research

APA Style Guide (UW-Madison)

Calumet College

Quizlet (make your own flashcards) Need a Tutor?

Learning Service Skills York Library Psychology Research Guide

48

GE NE R AL P S YCH OLOG Y Psychology at About.com AllPsychOnline The Dana Foundation PsychCentral

P S YC H O LO G Y I N T H E G TA Baycrest Centre for Addiction and Mental Health Sick Kids (Psychology) The Centre for Mindfulness Studies

A SSOC I ATI ON S & PU BL IC ATI ON S

Volunteer Toronto

American Psychological Association Canadian Psychological Association Social Psychology Network Annual Review of Pscyhology UMass (Amherst) Top 50 Pscyhology Journals Scientific American Mind Psychology Today

49

don’t forget!

therapy pets Join Calumet College Master Suzanne MacDonald, some of her undergrads, and a few furry dog friends (owned by our Psychology faculty members) for a stress relief therapy “session.”

Wednesday, December 4 · 2:30-4:30 p.m. · 163 BSB 50

Do you like to write? Do

you have ideas you would like

to share? Are you creative?

Can you draw? Take any good pictures lately? Do you have

any stories (real or made-up) to tell? What’s your passion?

Why are you in psychology?

UPSA is looking for a few good submissions for its upcoming newsletter editions. Personal reflections, artwork, research, photography, poems, short stories, comics, movie or book reviews, reports on conferences or workshops attended, editorials...if you create it, we want it. Submissions can be thematically based on issue. Or not. Express yourself!

February is the CPA’s official psychology month.

Celebrate psych!

April we focus on all things grad school.

Share your experiences.

Link here to the UPSA website for details.

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psyQuarterly

december 2013 路 issue 2