6th Annual Psychology
Capstone Symposium
Sponsored by
Undergraduate Studies Committee
and Psi Chi
Department of Psychology
April 15, 2009
Busch Student Center
ACKNOWLEDGEMENTS
Psychology Capstone Project Judges
The Undergraduate Program Committee and Psi Chi thank the following individuals who
served as judges at this year’s symposium.
Faculty Judges
Jeffrey Gfeller, Ph.D.
Miriam Joseph, Ph.D., M.L.S.
Jillon Vander Wal, Ph.D.
Christopher Conway, Ph.D.
Richard Harvey, Ph.D.
Graduate Student Judges
Kristin Kiddoo, Ph.D.
Alison Whiteford, M.A.
Lauren Clary, M.S.
Sara Bagley, B.A.
Jana Hackathorn, M.A.
Psychology Capstone Courses and Instructors
PSY 401 Advanced Statistics & Research Methods
PSY 486 History of Psychology
PSY 487 Human Services Practicum Project
PSY 488 Capstone Research Project
PSY 490 Critical Thinking about Psychology Projects
Undergraduate Program Committee
Janet Kuebli, Ph.D. – Chair
A. Michael Anch, Ph.D.
Chammie Austin, Ph.D.
Kevin Fox, Ph.D.
Richard Harvey, Ph.D.
Psi Chi Officers
Katie Galligan – President
Brittany Green – Vice-President
Kristen Schroeder – Treasurer
Stephanie Gerard – Secretary
Michelle Touch – Activities Chair/PR
Adam Fritz - Webmaster
Brien K. Ashdown, Ph.D.
Jill Campo, M.S.
Bryan Sokol, Ph.D.
Frank H. Gilner, Ph.D.
Jillon Vander Wal, Ph.D.
Ruth H. Warner, Ph.D.
A. Michael Anch, Ph.D.
Eddie M. Clark, Ph.D.
Kevin Fox, Ph.D.
Brent A. Mattingly, Ph.D.
Ruth H. Warner, Ph.D.
Amanda Bequette, M.S. (R)
GROUP A: RESEARCH PROJECTS
POSTER A-1
Authors:
The Multidimensional Analysis of Promiscuity and Body-Esteem
Kristen Schroeder, Christopher Schmank, John Woodman
Research has shown that promiscuity is related to self-esteem and can be an expression of internal
characteristics. It was anticipated that gender differences between body-esteem and self-esteem
would exist according to levels of promiscuity based on previous research that males and females
have different perceptions of sexual promiscuity (Lance, 2007). To examine these relationships,
sexual self-concept, self-esteem, and body-esteem were evaluated among participants. Although the
initial ANOVA’s were nonsignificant, various correlations and a t-test of independent means were
significant. The correlations indicate that age is a more accurate predictor of promiscuity than
gender, although the t-test between promiscuity and gender showed significance at the p = .05 level.
This indicates that males, on average, tend to report higher amounts of sexual partners over their
lifetime than females.
POSTER A-2
Authors:
Resiliency after a Break Up
Jasmina Hadzialic, Kristi Polson, Maria Vitale
The study focused on resiliency after a relationship termination. The study looked at how coping
strategies related to resiliency within an individual. Coping strategies were measured with COPE
scale, and resiliency was measured with Connor- Davidson Resilience Scale. The study consisted of
24 Saint Louis University students who were in a romantic relationship for at least four to six weeks.
The results showed certain positive coping strategies related to higher resiliency, while certain
negative coping strategies related to lower resiliency. Females had higher scores than males on the
resiliency scale. Therefore, it was concluded sex was a factor in resiliency.
POSTER A-3
Authors:
Environmental Attitudes and Behaviors
Nikki Barton, Becky Kies, Chris Meglan
Now, more than ever, the topic of environmental attitudes and behaviors is an extremely prevalent
issue, especially in the political arena. The objective of the current study was to determine the
relationship between political ideologies and environmental attitudes and behaviors, specifically
recycling. The main hypothesis was that a stronger relationship will be observed between
environmental attitudes and environmental behaviors among liberal participants than among
conservative participants. Results suggest that liberals recycle more than moderates. Also, liberals
have a more positive environmental attitude than conservatives. Most importantly, we did not find a
significant relationship between environmental attitudes and environmental behaviors.
POSTER A-4
Authors:
Political Ideology & Conformity
Adam Fritz, Beth McMillan, Megan Wilson
Conformity has been defined as “a change in behavior due to the real or imagined influence of other
people” (Aronson, Wilson, & Akert, 1994, p. 245). This study aimed to measure whether an
individual’s political ideology affects his or her willingness to conform and hypothesized that
conservatives would be more likely to conform, based on evidence from past research (Tittle et al.,
2008). Participants filled out an online pre-test, which had them identify themselves as either
conservative or liberal, as well as answer questions, which were compiled from the NES
questionnaire, assessing their views on several political issues. The participants were then given a
post-test that contained political vignettes, which promoted views opposite to the one with which they
identified. The results significantly indicated that liberals were more likely to conform than
conservatives. Results and future implications will be further discussed.
POSTER A-5
Authors:
Gender and Friendship Attachment Styles between High School
and College Best Friends
David N. LeFeve, Megan Kloep, Cassandra Yost
Research indicates that ‘best’ friends can take on characteristics of attachment relationships (Furman,
1996). Wilkinson (2008) developed the Adolescent Friendship Attachment Scale (AFAS) to assess
best friends as sources of attachment. Participants’ responses were grouped into the three attachment
styles based on Hazan and Shaver’s (1987) model: secure, anxious/ambivalent, and avoidant. Thirtysix participants completed the AFAS for both high school and college best friends. The researchers
hypothesized gender differences in attachment as well as differences among attachment styles to each
type of friend. Results indicated less gender differences in attachment than was hypothesized.
Implications for the study will be discussed.
POSTER A-6
Authors:
Self-Perceived Physical Attractiveness as a Mediator Between
Self-Esteem and Self-Monitoring
Janelle Dawkins, Ethan Jost, Jennifer Mays
The purpose of this study was to examine the relationship among three constructs: self-perceived
physical attractiveness, self-monitoring, self-esteem. Previous research has supported that self-esteem
is correlated with the other two constructs. The scales used in the study included the Coopersmith
Self-Esteem Inventory, the Revised Self-Monitoring Scale, and also a question in the demographics
section to assess the participants’ perceived physical attractiveness. The questionnaires were
administered to 32 undergraduate students from a private Midwestern University, including 24
females and 8 males. The results were found to be significant after running multiple statistical
analyses. A significant model produced a full mediating relationship, where self-perceived physical
attractiveness mediated the relationship between self-esteem and self-monitoring. This model is a new
addition to the literature related to these three constructs and will hopefully inspire future research
into the relationship among them.
POSTER A-7
Authors:
Investigating Preschool Depression
Anna Larson, Peagan Lin, Saaniya Bedi
This study examined the relationship between stigma towards preschool depression, gender, and the
amount of knowledge a person has about this mental illness. Forty-two participants took Day’s
Mental Illness Stigma Scale and the Identifying Preschool Depression Scale at pre and post times. It
was hypothesized that by increasing a participant’s knowledge of preschool depression through an
educational vignette administered to an experimental group, stigma would decrease when compared
to a control group. Significant results were found for four subscales of the Stigma Scale, including
Anxiety, Visibility, Relationship Disruption, and Hygiene. The results demonstrate that knowledge of
preschool depression helps decrease stigma, and is slightly more effective in decreasing stigma for
females. The study supports the claim that increasing knowledge can lessen potential obstacles to the
treatment of preschool depression by decreasing stigma.
POSTER A-8
Authors:
Motivation in Undergraduate Students: An Analysis of the
Multiple Domains Contributing to Motivation
Alan Tomassetti, Mathew Kincade, Alex Origitano
The relationship between intrinsic and extrinsic motivation as predictors of academic achievement
(GPA) have been supported in past studies. The majority of motivation research excludes cognitive
measures, involves only child populations, and ignores the bandwidth fidelity issue which
distinguishes between specific and general domains. In our study, 57 undergraduates completed the
Personnel Assessment Form, Academic Motivation Scale, and the Work Preference Inventory. The
first survey assesses intelligence while the others measure the specific and general domains of
motivation. A regression analysis was used to look at what predicts academic achievement, while
controlling for intelligence. We hypothesized that specific motivators would be better predictors than
general motivators, intrinsic motivation would be better than extrinsic motivation, and intrinsicspecific motivation would be the best predictor of academic achievement. Hypotheses were partially
supported. While controlling for intelligence the specific domain was a significant predictor, and the
intrinsic-specific was shown as marginally significant.
POSTER A-9
Authors:
Media and the Mentally Ill
Elizabeth Greenlund, Jennie Wang, Kyle Holley
The media typically portrays individuals with mental illnesses in a negative light, which in turn
negatively influences the public’s view of the mentally ill. This study examined the influence of video
clips on attitudes toward the mentally ill. Additionally, gender role adherence and social desirability
were examined as these variables have been shown to influence attitudes. This study involved two
parts: first participants completed online surveys, then they viewed either a negative or control video
clip, and afterwards completed an attitudes measure. The sample (n=32) consisted of undergraduate
students, half of whom were psychology majors. A significant interaction found between gender and
gender role adherence indicated that males with higher gender role adherence had significantly more
negative attitudes than males with lower gender role adherence. Participants who viewed the negative
video clip had significantly higher negative difference scores than those who viewed the control video
clip.
POSTER A-10
Authors:
Personality Differences Between ROTC and non-ROTC College
Students
Ava Lovato, Arielle Keener, Michelle Touch, Justin Purl
The researchers compared personality traits, utilizing the NEO-PI-R personality measures, between
Reserve Officers’ Training Corp (ROTC) cadets and general college population. In addition, the
investigators utilized the Job in General scale to observe the relationships of the Big Five personality
traits to organizational satisfaction in ROTC cadets. Openness to Experience found support as a
distinction between ROTC cadets and college students. The study also backed a relationship between
Neuroticism and organizational satisfaction in the ROTC cadets. The current study aims to establish
basic data to gain a better understanding personality traits’ role in the Army ROTC selection process.
POSTER A-11
Author:
The Effects of Perceived Justice on Vengeance
Megan Alara
This study investigated the effects of procedural and outcome justice on the decision to seek revenge
or forgiveness. Previous studies indicate that people feel justice is served if someone with perceived
guilt is convicted and perceived innocence is acquitted, regardless if the procedural justice (i.e.
investigation and trial) was seen as fair or unfair (Skitka and Houston, 2001). Thus, It was
hypothesized that people would be more likely to seek revenge on someone believed to be guilty if
procedural justice was absent than if it were present. Furthermore, it was hypothesized that revenge
would less likely be sought after when outcome justice is present (i.e. guilty person is convicted) than
when it is absent. Eighty-two undergraduate Saint Louis University students participated in an online
study in which they read murder scenarios with variable procedural and outcome justices and
answered questions relating to seeking revenge or forgiveness. Results will be discussed.
POSTER A-12
Authors:
The Effects of Perceptual Context on False Recollections
Joseph Burch, Peagan Lin, Katherine Smith
False memories reflect more than a feeling of familiarity and can also include specific details about
the falsely recalled information. In this study, the effect of context on false memory was investigated.
Twenty participants completed a list-learning task intended to induce false memories. The list
contained 12 sub-lists of 14 words from Roediger and McDermott (1995). Two different versions
were used with either blue or green font presented as 60% dominant over the other color. A false
memory effect was found; related but non-presented items were recalled as often as studied items. A
main effect of context was also found indicating that falsely recalled items were most often associated
with the manipulated context. These results provide evidence supporting the theory that false memory
is influenced by the context upon which the original event was encoded.
POSTER A-13
Author:
Friendships with Ex-Romantic Partners: The Role of Attachment
Styles (No Show – McNair
Janelle Dawkins
The study examined the association between attachment style and remaining friends with an exromantic partner. It was hypothesized that participants with secure attachment would most likely be
friends with ex-romantic partners, participants with avoidant attachment would be less motivated to
remain friends, and secure attachment participants would be more intimate in friendships while
avoidant participants would be less intimate. Participants completed on-line questionnaires regarding
attachment, relationship status, and levels of intimacy in the current relationship with the ex-romantic
partner. A Chi-Square of Independence indicated that individuals with avoidant attachment were less
likely to be friends than individuals with anxious attachment styles (χ2 = 7.00, p< .01). A MannWhitney U found that individuals with avoidant attachment reported significantly less intimacy than
anxious or secure attachment individuals (U= 50, p < .05). Though, avoidant participants were least
likely to be friends, those who did were least intimate in those friendships.
POSTER A-15
Authors:
Homeostatic mechanism of the basal ganglia in sleep
Karelee Mantei, Steve Stackhouse
Sleep regulation is believed to consist of circadian and homeostatic components. The homeostatic
factor may be regulated by Adenosine, a neuromodulator of sleep and an energy factor in movement
and body activity. Adenosine receptors are found extensively throughout the nervous system and, in
particular, Adenosine 2a (A2a) receptors are expressed in the basal ganglia (BG). Due to adenosine’s
role in movement and the number of A2a receptors found in the BG, it is thought that the BG plays a
role in sleep regulation. In order to test this hypothesis, the globus pallidus, part of the basal ganglia,
was lesioned with ibotenic acid using a stereotaxic device on 20 male Sprague-Dawley albino rats.
Control (sham lesioned) animals were lesioned in the same area with a saline solution. After an
habituation period of 12 days, sleep was recorded for 24 hours using epidural electrodes, which
allowed the scoring of the rats state as either awake, high voltage, or paradoxical sleep. Scoring was
done by the researcher who conducted the surgery and by two unbiased participants to ensure
reliability. It was found that there were no changes in paradoxical sleep, increases in wakefulness, and
significant decreases in high-voltage sleep, suggesting that the GP has a role in sleep regulation.
POSTER A-16
Author:
The younger sibling advantage: Does having an older, other-sex
sibling increase romantic self-efficacy?
David N. LeFeve
Individuals with older, other-sex siblings have been shown to have more rewarding (i.e., more
involving) interactions with strangers of the other sex (Ickes & Turner, 1983). The purpose of this
study was to examine how sibling relationships influence romantic self-efficacy (RSE) and romantic
self-appeal (RSA). Participants chose a sibling with whom they felt closest and reported on scales
assessing RSE and RSA. It was hypothesized that participants that specifically chose an older, othersex sibling would exhibit the highest RSE and RSA scores. Results indicate that older, other-sex
siblings increase RSA, but not RSE. Implications for these findings will be discussed.
POSTER A-17
Author:
Individual Differences in Jealousy
Diane Whitson
In romantic relationships, partners frequently experience and express jealousy as a result of a
perceived threat to the relationship. Although the intentional inducement of jealousy has been found
to frequently occur in relationships (Brainerd et al., 1996), research has focused on the experience of
jealousy, finding it frequently occurs among individuals with an insecure attachment style (Guerrero,
1998). Previously neglected in research, this study investigated whether differences in attachment
style affect the likelihood of engaging in jealousy-inducing behaviors. One hundred participants
completed an online questionnaire. The results revealed that individuals with insecure attachment
styles more frequently engage in jealousy-inducing behaviors.
POSTER A-18
Authors:
False Memory for Perceptual Context
Christopher Schmank, Jennie Wang, Ashlee Beck
Memory is not always accurate; often people report memories of experiences that never actually
occurred. In some cases, these memories are accompanied by rich perceptual details and feelings of
“remembering”. There has been little exploration into how these false memories pick up perceptual
details. The primary aim of this study is to examine whether a specific studied context can become
part of an individual’s false memory. The context that was manipulated was font color (blue versus
green), with a strong bias ratio of 80/20%. Participants studied 12 lists of words during a study phase,
then completed a recognition test after a brief delay. In addition to an overall false memory effect, a
main effect for context was found with falsely recalled items being “remembered” in the dominant
color. This suggests that context influences false memories and supplies details that enhance a sense
of “remembering”.
POSTER A-19
Author:
The Effects of Ibotenic Acid Lesions on Sleep-Wake Behavior
Nicholas Vesom
Recent work from our lab has demonstrated that the globus pallidus (GP) may play a necessary role in
sleep regulation. In order to examine the specificity of this effect, the present research assessed the
effects of lesions in a part of the brain that is unlikely to have an underlying role in sleep regulation,
the parietal cortex. The posterior parietal cortex of six, male, Sprague-Dawley rats were lesioned with
ibotenic acid. Dependent measures were changes in sleep, measured with a polygraph using epidural
electrodes. Following a 24 hour sleep recording, histology was done, and lesion volumes were
correlated with scored sleep records. The parietal lesions were found to be consistent with normative
data. These findings suggest that the effects of GP lesions on sleep regulation are not due merely to
the non-specific effects of ibotenic acid lesions. The current findings show that the use of ibotenic
acid lesioning per say does not cause systemic effects which would negatively affect sleep function.
These results further support the specific role of the GP in the homeostatic regulation of sleep
function.
POSTER A-20
Authors:
Episodic Context Bias in False Memory
Tony Besse, Ryan James, Jake Madel
False memories can result from the recall of unseen words related to a studied group of words. The
purpose of this study was to test the effect of context on false memories by manipulating font color at
encoding and retrieval. Subjects were asked to remember lists of related words presented in one
color. A recognition test followed, consisting of studied items, unrelated items, and critical lures. The
recognition test font was in both the encoded color and a new color. It was found that critical lures
were marked “old” a majority of the time, indicating a false memory effect. The effect of context was
found for a group of subjects who were naïve to this false memory effect. Results indicate increased
recognition for critical lures when presented in the same color at encoding and at testing.
POSTER A-21
Authors:
Reconceptualizing Personality: Review of the Theory,
Measurement, and Criterion Alignment of the Five Factor Model
of Personality in Organizational Settings
Liam Ryan, Justin Purl, Allison Ewen, Brandon Edwards, Alan
Tomassetti
Numerous personality measures have been developed to measure traits, with most focusing on the Big
Five, with the intention to accurately describe individuals. As common with any psychometric test,
virtually all of these measures employ negatively-keyed items to test for random responses. After
reverse-scoring, the mean is taken and one value is reported to describe where an individual falls on
the spectrum of the trait, thus assuming the individual will enact behaviors that are within that frame
of the spectrum; this tells an incomplete story. We hypothesize that individuals behave in a manner
that cannot be averaged for a total score (e.g. an individual may respond positively to both a high
extraversion item and a low extraversion item, and will be given a score that claims he or she is
moderately extraverted as on a traditional personality test), so scores must be measured at high,
moderate and low levels. This will allow others to have a better understanding of the individual.
GROUP B: HISTORY OF PSYCHOLOGY PROJECTS
POSTER B-1
Authors:
All the World’s a Stage: Situational Impacts on Developmental,
Personality, and Performance Psychology
Stephanie Aylward, Lauren Christman, Jennifer Clemmons, Erin
Drwal, Jacqueline Heredia
Metaphorical analysis allows comparisons between sub-disciplines within the field of psychology. In
this way, psychologists are able to organize information about human thoughts, emotions and
behavior. The present metaphorical analysis of Shakespeare’s “All the World’s a Stage” connects the
psychological aspects of individual development, personality, and performance. Human development
is a step by step process, much like character development and the changing of roles throughout a
play. Individuals are actors in an ever changing world, and at times are only able to react to their
situational environment, manifesting characteristics of their personality. Furthermore, human
performance is influenced by attention, similar to an actor affected by an audience. Future research on
this metaphor should focus on computer networking programs due to the popularization of social
networking and creation of new, separate identities; altering how people act through media to achieve
specific impressions.
POSTER B-2
Authors:
Mind as Architecture: The Steps to Conceptualizing the Mind
Divina Ayala, Jameera Jackson, and James Wang
Psychological metaphors are an invaluable tool utilized for the explanation of abstract, difficult, and
often times intangible ideas describing psychological phenomena. Using the metaphor of the “mind
as architecture,” relates the mind to the practice of designing and building structures. Architecture
begins with a blueprint similar to the wax tablet metaphor constructed by Plato and certain process of
psychoanalysis. Following the blueprint is the assimilation of materials and the construction of the
building, corresponding with psychoanalysis as well as developmental theories within psychology.
After the building is complete, one is left with the finished product correlating with memory
formation, the unconscious, and personality theories, creating a structure that is up for admiration and
interpretation through many different eyes.
POSTER B-3
Authors:
The Mind as Computer: Memory and Method
Ryan Bono, Stephanie Gerard, Brian Servos
The mind has always been a mystery. Therefore, many metaphors have been created in order to
understand it more clearly. With the technological advances of the twentieth century, a new metaphor
developed: the mind as a computer. This image in particular has been tremendously helpful in
explaining many functions of the human mind, especially memory. Standard cognitive terminology
utilizes computer terms such as serial/parallel processing, encoding, etc. These terms, most
commonly taught in textbooks and classrooms, have allowed for a greater communication between
specialists regarding the problem of interaction between brain and mind as posited by Descartes.
Similarly, the familiarity of such terms has instigated a more complete understanding between
cognitive psychologists, neurologists and laypeople alike.
POSTER B-4
Authors:
Driven to Succeed: Theories of Motivation and Learning
Ashley Newcomb, Jasmine Tirado
Within the field of psychology, the use of metaphors makes possible important comparisons that
further our understanding of different psychological theories. In understanding motivation and
learning, the metaphor of a “drive,” where certain forces compel us to behave in a particular manner,
has been useful. Theories of motivation and learning often treat the mind as if it were a living
organism that needs to adapt to internal and external forces crucial to its growth. When considering
motivation, drive reduction theory can be used to explain that the goal of all behavior is to alleviate a
drive state. Drive can also be related to language learning, as the organism is driven to learn the
language of its environment so as to communicate needs and desires to others and to satisfy those
needs.
POSTER B-5
Authors:
Emotions as Instincts: A Darwinian Perspective
Michael Pfaff, Jehan Rahaman, Alexandrea Ward
This project will discuss emotions as instincts and how we can understand emotions as responses
from one’s biological adaptations to environmental stimuli. Many researchers have attempted to
define emotion using various terms and metaphors that include diseases of the mind, emotions as a
vital energy and emotions have also been compared to feelings or sensations. This metaphor
describes emotions as innate responses that are products of biological evolution. Our bodies react to
stimuli that occur in the world around us. The Darwinian perspective states that our bodies have
evolved to react to the stimuli that we experience today from stimuli that were experienced by
animals before us and by our early ancestors. Today, we learn to equate our emotions to those stimuli
in order to help us understand the emotions that we are experiencing.
GROUP C: PRACTICA PROJECTS
POSTER C-1
Author:
Applied Behavioral Analysis (ABA): Helping Children with
Autism Learn
Alayna Prenger
ABA therapy works on communication, academic, social and behavioral skills or any other deficits
that a child might have. Therapists work with applied behavior analysis techniques in order to teach
children with autism through intensive one-on-one therapy sessions. The company that I worked with,
ABA Consulting Services LLC, offers a wide variety of applied behavior analysis services, including
school observations, functional behavior assessments, child advocacy, and family support. Their
primary clients are children with Autism Spectrum Disorder, ranging in ages from preschool to 8th
grade. My role throughout this practicum was as an implementer of ABA therapy in the home and at
school. This experience gave me the opportunity to work one-on-one with clients, helping them learn
skills that will increase their ability to learn and engage more appropriately in their everyday
environments.
POSTER C-2
Author:
Cardinal Glennon Children’s Hospital: “Our Love for Children
Just Keeps on Growing!”
Cerena Leung
As a Child Life Volunteer, I gained valuable Practicum Experiences due to much patient interaction.
My responsibilities included engaging patients in activities geared towards growth and development
and which also provide a sense of control by playing with various toys, while asking them to identify
various objects or colors or playing with games where the patient would make up rules and other
various situations. My education at SLU provided a foundation in terms of recognizing stages of
development and promoting certain behaviors such as sharing, self control, and non-violence through
distraction and explanations rather than simply asserting power.
POSTER C-3
Author:
Behavior Intervention Services: “Providing Behavior Therapy and
Personal Care Assistance”
Zhanna Ostrovskiy
Behavior Intervention Services is a privately owned company that provides services to individuals of
all ages with developmental disabilities. Some of the services provided include: functional behavior
assessments, using Applied Behavior Analysis (ABA) to measure the basic linguistic and functional
skills of an individual with developmental delays, ADOS assessments (The Autism Diagnostic
Observation Schedule), personal care assistance, and ongoing behavior therapy. B.I.S assists
individuals in home and school settings, residential facilities, hospitals, and in the community. My
role at B.I.S was to provide in-home personal care assistance (PCA). Behavior Intervention Services
provides an excellent experience for students who are interested in a psychology practicum, due to the
hands-on interaction and exposure to people of all ages with developmental disabilities.
POSTER C-4
Author:
Human Services Practicum
Amera Z. Ahmad
Karen House is a Catholic worker house founded in 1977 for the hospitality of homeless women and
children. The house is run by a staff of 5-7 people that live in the home and other volunteers. The
house has 4 levels, in which there are 11 rooms for homeless women and children, 7 rooms for the
workers living in the house, a basement with two washers and dryers, a toy room, a library, a food
pantry, an industrialized kitchen area, and a dinning area that can seat up to fifty people. This house is
run solely from donations and volunteer help. In St. Louis, Karen House is part of the Catholic
Worker Community with three other similar homes. Volunteer duties can include tutoring children,
cleaning, help finding jobs, and places to move to after families decide to leave the house.
POSTER C-5
Author:
Hawthorn Children’s Psychiatric Hospital
Ciara Robinson
‘It takes a village to raise a child’ is definitely present in aiding the children receiving treatment at
Hawthorn. This psychiatric facility offers multiple treatments for the clients allowing these children a
chance to recover from life’s traumas. Working at this site allows much exposure to mental illness as
well as behavior disorders. With this exposure there is the chance to assist with the behavioral
treatment of clients. Each client requires different treatments, so it permits the practicum student to
develop flexibility in working with diverse population of clients. Focusing on coping mechanisms
and appropriate social interactions are main factors used in helping clients stay on treatment plans.
POSTER C-6
Author:
Open Door Project: Services for Refugee Children
David Murray
The Open Door Project is part of the Center for Survivors of Torture and War Trauma. This program
serves children of refugee families—focusing on encouraging a healthy and well-balanced lifestyle.
Open Door offers tutoring, as well as activities for developing interpersonal skills and creative self
expression. I have been able to interact with two different populations. I work with a kindergartener
on his English and basic reading skills. Also, I lead physical workouts for three high-school boys at
the recreational center. This site offers great opportunities to work with children and adolescents
from different cultures.
POSTER C-7
Author:
"BJC Behavioral Health: Providing Care to a Community in Need"
Inna Shniter
BJC Behavioral Health offers comprehensive community-based behavioral health services to children
and adults in the St. Louis metropolitan area, as well as adjacent Missouri counties. Specifically, the
organization aims to provide care to individuals from under-served and low-income populations.
Depending on what type of care they require, patients of BJC Behavioral health have access to a wide
range of services including psychiatrists, social workers, in-home therapists, and hospitals. By
working closely with a psychiatrist and seeing patients, you get a comprehensive idea of the care that
individuals within the target population require. Specifically working with children allows you to see
the significance of early detection of psychiatric disorders, and lets you see that proper care and
intervention can make a world of difference in a child’s life. Volunteering at BJC Behavioral Health
allows you to learn about the interdisciplinary nature of the mental health profession, and lets you
explore various career options within the field.
POSTER C-8
Author:
Center for Survivors of Torture & War Trauma: In-Home
Tutoring Program
Manuela Rodriguez
The Center for Survivors of Torture and War Trauma is a non-profit organization that provides
culturally appropriate, holistic mental health services for immigrants. The Center helps individuals
and groups learn to manage the symptoms of trauma so that they can make better adjustments to their
new life, engage in productive employment, and relate appropriately with family and others. In
addition to various forms of counseling and therapy, the center offers survivors and their families an
extensive youth program consisting of both the Open Door after school program and the In-home
tutoring program. The purpose of this poster is to further describe my experience with the In-home
tutoring program. Individuals interested in helping young children who have suffered from posttraumatic stress disorder and aiding in their development could benefit from this practicum.
POSTER C-9
Author:
Saint Louis Crisis Nursery
Mary Beddome
The Saint Louis Crisis Nursery is a non-for-profit agency committed to the prevention of child abuse
and neglect by providing temporary care to children and families in crisis situations. SLCN offers
care for the whole child by providing twenty four hour shelter, three meals a day, a medical
examination, a developmental assessment, and therapy. The family in crisis also receives aid through
a twenty four hour helpline, parental education, empowerment groups, follow-up support services,
and possible home visits. Practicum students perform duties such as playing with children, initiating
creative art projects, feeding, bathing, rocking babies, taking children outside to the park or zoo.
Aware of the trauma the children may endure at home, the practicum student must rely on her
knowledge of psychology to cope with behavioral and developmental issues, and more importantly, to
serve as a source of love and emotional support which is often absent from their lives.
POSTER C-10
Author:
Human Services Practicum
Owen Griffith
Project PROTECT, a program under the umbrella of St. Patrick Center, promotes family preservation
and reunification by helping parents who have struggled with substance abuse issues and have
children in foster care or at risk of going into foster care. The program is carried out by two teams of
counselors, each team having three counselors, with each counselor focusing on one of the following
three concentrations: family, substance abuse, and financial stability. Practicum students with this
program may find it a beneficial experience, as it combines shadowing with responsibilities. Each
day there brings with it new challenges and tasks to be done. Some experiences there include home
visits, meetings with clients, attending city and county drug court, drug testing, counselor team
meetings, administrative and computer duties, assessments, and writing client counseling notes. This
practicum exposes one to a wide range of pertinent activities.
POSTER C-11
Author:
Girls Inc. of St. Louis
Stephanie Schaefer
Girls Inc. of St. Louis provides a place for young inner-city girls from the ages of 4 to 18 to continue
learning and working on leadership skills. The program aims to educate and provide cultural
programs in a safe setting while aiding the girls in developing goals and reaching their full potential.
The program was founded in 1981 and has provided many different opportunities and classes for the
girls such as the after school program, summer program, pajama party, outreach program, junior
program and teen program. Girls Inc. is a great site for one-on-one interaction with the girls while
having tasks that include tutoring, classroom assistance, further explaining homework assignments,
re-teaching certain areas in subjects, keeping students on task, redirecting when needed, and making
sure no one is left behind or confused. The goal of Girls Inc. is to inspire all girls to be bold, smart
and strong.
POSTER C-12
Author:
SSM Cardinal Glennon Children’s Hospital Psychology
Department
Travis Schaller
The Psychologists at Cardinal Glennon offer many services in the aspects of developmental
psychology. Many of the problems that they face deal with learning disabilities, adjustments to
illness, attention deficits, as well as eating, developmental delay and depression problems. All of the
Psychology Department’s work is completed on an outpatient basis, which allows the children to
work in therapy alongside their parents if needed. The experience provided at Cardinal Glennon
provides a great outlet for any Saint Louis University psychology student to apply what they have
learned in the classroom setting to the everyday problems seen at the hospital. Not only does the
Psychology Department provide practical experience in psychology, but they also promote the
analytical mind.
POSTER C-13
Boys Town
Author:
Katie Schiermeyer
Boys Town is a rehabilitation center for youth that has been helping children and their families for
over 100 years. The organization provides care for youth who struggle with a variety of problems.
Youth admitted to Boys Town struggle with sexual, gang, drug, violence, and depression problems.
Through community living and specialized education programs, youth are rehabilitated so that they
can achieve their goals beyond the Boys Town community. During my time at Boys Town, I was able
to interact with the youth through their summer work program. This program's priority is to teach
youth work skills and the importance of teamwork. I worked with over 20 young men and women at a
variety of worksites using the specialized boys town teaching method. Boys Town offers a unique
experience to anyone who is interested in the field of counseling and would like to make a positive
impact on the lives of young people.
POSTER C-14
The Aftermath of Cancer in a Child’s Life
Author:
Niketa Patel
St. Louis Children’s Hospital provides pediatric care for children in St. Louis and from around the
world. I am currently working on a project that is looking at the aftermath of cancer on children who
have recovered from cancer and their parents. The battle with cancer may have long-term social and
psychological consequences for children and their families. With research from interviews done at St.
Louis Children’s Hospital along with outside research, information on this subject will be used to
identify the needs of these children and their families.
POSTER C-15
Author:
Practicum Project at Places for People: A Case Study on Response
to Social Exclusion in the “Clubhouse” setting
Justin Lorenz
The Places for People psychosocial rehabilitation center (the “clubhouse”) is a multifaceted support
system for people with severe and persistent mental illness, primarily schizophrenia. The consumerrun club offers a variety of skill-building, recovery, and social groups. As a practicum student, my
primary responsibilities are to interact with members of the Club and help facilitate the groups. My
research paper is focused on response to social exclusion as it relates to “Vincent,” a club member
with a rare variety of individual characteristics. It is hypothesized that Vincent will respond
abnormally to social exclusion by illness due to his disorder status. Observations of Vincent’s
behavior are recorded and matched up to existing research. Results and implications will be
discussed.
GROUP D: CRITICAL THINKING PROJECTS
POSTER D-1:
Authors:
Steroids for the Classroom: An Overview of Attitudes, Motives,
and Awareness of Psycho-Stimulants on College Campuses
Kimberly Strassburger, Stephanie Porto, Matt Reisinger
Due to a public increase of non-prescribed use of psycho-stimulants on college campuses, students
from a particular university were interviewed to explore the prevalence and motives of use. The
focus of this study was on the non-prescribed use of psycho-stimulants for academic purposes.
Professors were also interviewed to determine the awareness of the situation on this campus.
Findings concluded that non-prescribed academic use of psycho-stimulants is common among
university students, but there is a lack of awareness of its prevalence among professors. Motives for
use may be attributed to increased pressures in universities, accessibility of stimulants on campus,
lack of proper study habits, evidence of over-prescribed stimulants, and class structures that
encourage last-minute studying.
POSTER D-2:
Authors:
Developing Corporate Culture and the Creation of a MultiNational Company: The Interactions Between Headquarters and
the International Office
Brittany Accardi, Ha Young Choi, Sara Rimmerman
Several studies show the close relationship between the company culture and the outcomes in
subsidiaries of the multinational company. In this project, we examined how company culture is
learned by employees in the multinational companies and the influence of the company culture in
performance of the employees and Korean employees to gather the personal opinions. The interviews
include questions about the definitions of company culture and cultural aspects and challenges that
HQ companies have to consider when building a subsidiary in other countries. We found that the
company culture is very important in terms of the employees’ performance and overall success in
subsidiaries in the multinational company. The HQ Company’s cultures and values need to be
reinforced and also the cultures where the subsidiaries located have to be understood and shared.
When building subsidiaries, the HQ Company needs to hire a person who knows the cultures and also
understand the main philosophy of the company. We suggest several possible solutions based on the
finding of this project.
POSTER D-3:
Author:
Mean Girls in Myspace: An Overview of Attitudes and Awareness
of Cyber Bullying and a Plan of Action
Nicole Mers
The popularity of social networking online among adolescents has skyrocketed in the past few years.
With this new surge a new problem has arisen; cyber bullying. From 6% of students surveyed in
2000 experiencing cyber bullying, the number has jumped to 53% in 2006. Unfortunately, many
educators and parents are unaware of the problem. Interviews with school faculty show conflicting
opinions and definitions of cyber bullying. To combat this growing problem, I will outline a plan of
action to spread awareness and prevention methods for this issue.
Senior Legacy Symposium
The Senior Legacy Symposium is a celebration of outstanding undergraduate student
work across the University that represents the Five Dimensions of the SLU Experience. The
Psychology Department selected three capstone projects to receive the high honor of
representing Psychology at the Senior Legacy Symposium this year. Selection was based
upon review of the Legacy Statements in conjunction with the Capstone Poster Abstracts.
The recipients are announced at the Psychology Capstone Symposium Awards Ceremony.
We wish to recognize the high caliber of the Legacy Statements below for being clearly and
persuasively written and for showing mature insight and authentic self-reflection about how
their capstone projects and SLU experience reflected the Five Dimensions.
Megan Alara (Poster A-11)
Through my academic career as a psychology major and participation in the capstone
project, I have gained knowledge and experience that exemplifies three of the Five
Dimensions of the Saint Louis University Experience. The three dimensions are Scholarship
and Knowledge, Intellectual Inquiry and Communication, and Spirituality and Values.
First, the dimension of Scholarship and Knowledge aimed to prepare me for lifelong
learning. Through hands on experience in psychology labs, completing my capstone research
project, and successful progression through the curriculum, I believe I have become prepared
to take my education to the next level, and successfully incorporate what I have gained at
SLU into a meaningful career.
Secondly, the dimension of Intellectual Inquiry and Communication worked to
increase my ability to express ideas and apply concepts to everyday situation. Psychology has
taught me how to think in novel ways, and express myself through various forms of writings,
oral presentations, and projects. Additionally, this field of study has allowed me to take what
I have learned and apply it to my surrounding world. I am able to interpret people differently
and more objectively, increasing my interpersonal and communication skills. This has led me
to become a more mature, well rounded, and people oriented individual.
Finally, the dimension of Spirituality and Values became integral specifically during
the work in my capstone project. This dimension is aimed toward students determining the
principles and values that guide their life. My capstone project evaluated circumstances
when people would choose revenge over forgiveness. The research and work that I put into
the concepts of revenge and forgiveness caused me to reflect on my ideals of revenge and
forgiveness in my life. Working on this project helped me solidify my values and beliefs
about the power of forgiveness. Furthermore, generally through my study of people and
interactions, I have learned to value each person as an individual and see the dignity that lies
within people.
These three dimensions have enhanced my experience at SLU and have provided me
with knowledge outside of textbooks that I can carry with me throughout my life.
Divina Ayala, Jameera Jackson and James Wang (Poster B-2)
This class and symposium project promotes Scholarship and Knowledge by teaching
traditional and novel ideas. The incorporation of metaphors introduces a new form of
knowledge to students, while studying the history of philosophers and psychologists
reiterates familiar ideas. The group projects, especially the symposium, allow the students to
work together to do their own thinking and way of organizing. We achieve Community
Building and Leadership/Service by interactive class discussions and group projects. The
group projects help individuals learn to work together and create leadership and service
qualities in students. Active class discussions and peer reviews help build a sense of
community among students that differ from the lecture setting that is common for college
students. The fifth dimension of the SLU experience, Spirituality and Values, is evident in
this class via the type of learning in which we are engaged. History and System of
Psychology teaches the ideas of those past and how they came upon those viewpoints. We
usually agree or disagree with a psychologist’s viewpoint, first looking at our own
viewpoints and values and then comparing them to that of the viewpoint at hand. Learning
psychology, in general, should a foster a desire to critically examine one’s own life, values
and behaviors in becoming a productive individual, not only for oneself but for others as
well. The five dimensions of the SLU experience are clearly represented in many aspects of
this course and they aid in making the course more fulfilling
Stephanie Aylward, Lauren Christman, Jennifer Clemmons, Erin Drwal and
Jacqueline Heredia (Poster B-1)
Our educational advancement of higher learning at Saint Louis University has
encompassed the mission of the university in pursuing truth for the greater glory of God and
the service of humanity. The five dimensions of Scholarship and Knowledge, Intellectual
Inquiry and Communication, Leadership and Service, and Spirituality and Values support the
development and enrichment of the university’s mission in students. The Psychology
department, in particular the capstone course on the history of Psychology, possesses the
dimensions that are foundational to the ideals of the institution.
The elements of Scholarship and Knowledge are vital in the educational
advancement of students and imperative to the History of Psychology capstone course. The
capstone course allows us to harvest and assemble our learning and understanding of the
Psychology courses for our major that centered on mental processes and behavior. The
product of our educational experience was revealed in our group’s metaphorical assertion for
the Psychology Department’s Capstone Symposium. We can take our passion, dedication,
and fortitude for the field of psychology into the future, working towards advanced degrees
and innovative research, with a broadened application to our chosen professions and life
experiences.
The dimension of Intellectual Inquiry and Communication is also exhibited in the
History of Psychology capstone course through development of a metaphorical proposal for
the Psychology Capstone Symposium. Intellectual Inquiry denotes a desire to explore and
examine in order to discover. During the cultivation of our project for the Capstone
Symposium we were required to investigate and analyze research regarding our particular
metaphorical interest. Overall, the Capstone Symposium allows us to express our ideas and
concepts to the best of our ability supplemented with peer discussion. Being able to
effectively communicate with others will allow us the opportunity to progress intellectually
in preparation for advanced education, desired careers, and lifelong learning.
In addition, the History of Psychology capstone course addresses the importance and
necessity of Community Building. A community is a unified body of individuals with
common interests that lives in a particular area and interacts. Just as we use the scientific
method to ascertain developments in Psychology, we are able to incorporate this principle
into building and working as a community for our capstone course. In our class, the
professor and students of the course gather not only because of their interest in Psychology,
but also to provide support for each other, whether class discussion, peer review, or group
collaboration for the Senior Symposium. Acting as an integrated and cohesive source, our
unified ideas produce expanded and enhanced outcomes.
Furthermore, essential components to a rounded educational experience include
Leadership and Service. The History of Psychology capstone course provides each of us
with the opportunity to be a leader by conducting presentations, facilitating group discussion,
and bestowing knowledge upon our peers. The group effort within the course allows us to
become men and women for others because we are working towards the development and
progression of the group by the contribution of our individual ideas, thoughts, and
perceptions. This concept was exhibited in our preparation for the Capstone Symposium
through the combination of our original metaphorical ideas. Guiding our peers and serving
others is not only advantageous to the recipient, but is fulfilling for the benefactor.
Finally, the dimensional aspect of Spirituality and Values is endorsed in the course
by valuing our knowledge of Psychology. Values are the beliefs of a person or group in
which they have emotional investment. Our regard for the field of Psychology is displayed
through our aspiration to expand our erudition by learning in depth the underlying methods
and practices in this discipline, exhibited in our desire to prepare and communicate our
finding at the Capstone Symposium. Being a Catholic institution, our faith and beliefs are a
fundamental part to our collegiate educational growth. Ultimately, the emphasis we place on
advancing our curiosity and expertise in Psychology coincides with the aims of the
university.
Mary Beddome (Poster C-9)
My Psychology Human Service Practicum at Saint Louis Crisis Nursery is truly a
result of “Intellectual Inquiry and Communication,” as I seek to actively learn in an actual
organization something which implores me to take the concepts I have studied and apply
them to the world around me. Through this hands-on experience, I am engaging in a
communication between theories in books and real life concepts. I feel that there is no better
way to learn than to jump into an experience, use the knowledge one already has, and
enhance that knowledge by applying it. Working with experienced employees allowed me to
form relationships and communicate about my future goals and higher learning opportunities
as well.
I think it’s appropriate that my Capstone requires the performance of service as a way
of summing up all that I have learned at SLU, since service is the very essence of SLU’s
mission. Searching for my practicum site was rewarding because it allowed me to research
all kinds of sites around St. Louis and see what wonderful services this city has to offer its
people. Even greater, I reviewed an unending list of sites where SLU Psychology students
had performed their practica in previous years. It demonstrated to me how dedicated SLU is
to its community and care for others. I was thrilled to be a part of that by taking my learning
experience into the realm of “Leadership and Service,” or work that truly matters by making
a difference in the lives of young children.
Similarly, working with people who come from different economic and racial
backgrounds was a way of experiencing my “Spirituality and Values,” as I was able to
embrace each person with whom I worked as a dignified being and image of God. The Jesuit
Tradition reminds us to see God in all things, and I truly recognized the grace of God present
in the tiniest of children who had experienced more suffering than I can imagine.
Furthermore, the organization with which I was privileged to work proved to me that people
work very hard to take care of others without counting the rewards.
Janelle Dawkins, Ethan Jost, Jennifer Mays (Poster A-6)
The mission of Saint Louis University is instilled in us and is reflected in our study.
We, as the investigators of this study, believe that the core values of our academic institution
-- Leadership and Service, Scholarship and Knowledge, Intellectual Inquiry and
Communication, and Community Building -- are inseparable from who we have become, as
researchers, students, and as human beings. Each of us has taken various courses in
psychology and is eager to apply the knowledge we have acquired. Our aim is to advance our
own knowledge and the knowledge of the scientific community by seeking to understand
topics and discovering new areas within psychology. This is why we have chosen to pursue
research because it is our method of serving others. Our research study is designed to
determine if there is a mediating variable of self-esteem between self-perceived physical
attractiveness and self-monitoring. Our study combines social psychology, personality
psychology, and psychological research methodology. Through our research and scholarship
we will fill in research gaps, prepare ourselves for graduate study, and promote positive
community development and growth. By understanding and valuing the dynamics and
distinctiveness of people, we encourage the respect of all people and welcome diversity as an
enriching element in life. The results of our study can potentially spur on research; for
instance, to help adolescents or children by calling attention to issues regarding self-esteem.
We must present what we find clearly and efficiently, in order to be of the utmost benefit to
the community. Efforts could be made to increase levels of self-esteem, based on how they
monitor themselves or perceive themselves in comparison to others. Although our objective
is to be a service to the community, it will not happen unless we are able to communicate our
findings. Our data is not collected and analyzed merely to remain in the pages of a book or
journal, or on a poster; but rather to be used for further application in many areas of life. This
study is only the beginning of what we will pursue in research, in the classroom, and in our
lives.
Nicole Barton, Rebecca Kies, Christopher Meglan (Poster A-3)
Scholarship and Knowledge: As young researchers and psychologists, we are lucky
to be able to explore our creativity through conducting a research project that pertains to
current affairs. Our study, "Environmental Attitudes and Behaviors" explores environmental
attitudes and recycling behaviors as related to political party ideologies. The application of
the knowledge we hope to obtain through this research will go beyond the classroom. Given
the current "green movement," we hope to be able to provide Saint Louis University with the
data to support the students' attitudes toward the environment and their willingness to take
action to protect it. The ability to take charge of our own research experiment will give us the
real-life experience and the tools necessary to prepare us for the challenges of graduate
school research. Thus, scholarship and contribution to knowledge are well-integrated parts of
this project.
Intellectual Inquiry and Communication: Most all research starts with a question.
"Environmental Attitudes and Behaviors" started with a simple inquiry into the relationship
between attitudes and behaviors. From the first simple discussion of this relationship to the
specific research questions posed in our study, this group has had to learn to effectively
communicate our ideas to one another and to our instructors. This experience will prepare us
for future work as a part of a team of researchers. Furthermore, the data we have collected
applies to more than just the field of psychology. Environmental issues affect everyone.
Communication of the results of this study to individuals both within and outside the field of
psychology is an integral part of sharing the knowledge we have obtained through this
project.
Community Building: The knowledge gained in this study can be used to help build
a community of students who are increasingly aware of their attitudes toward the
environment and their recycling habits. Saint Louis University has increased its recycling
efforts over the past couple of years, but it is the attitude and willingness of SLU students
that makes a real difference in the amount of recycling that occurs within the SLU
community.
Anna Larson, Peagan Lin, Saaniya Bedi (Poster A-7)
This study was designed to examine stigma that is associated with preschool
depression and its relationship with knowledge of the disorder. The research encompasses the
SLU experience in the areas of scholarship and knowledge, intellectual inquiry and
communication, community building, leadership and service, and spirituality and values.
Scholarship and knowledge was enhanced through the planning and designing of
psychological research, skills that will prepare us for advanced study in psychology. These
skills will further our future careers and contribute to the body of knowledge within this field.
Intellectual inquiry and communication were achieved by developing a research question and
determining the best way to test our hypothesis. The study required us to effectively conduct
research, report results in a manuscript, and express our findings to the public. By presenting
our findings, we are furthering awareness about stigma attached to children with depression.
Stigma can hinder the proper treatment of this detrimental illness; however, increasing public
knowledge will lead to respect and compassion for children suffering with this illness and the
dignity of each person involved. In this same way, service was brought to the suffering and
we were able to demonstrate the need to see individuals as equals. Lastly, we contributed to
people’s spirituality and values by making stigma visible to the public. By facing their own
stigma, people can more readily work to dismantle the obstacle of stigma in treatment,
resulting in higher principles to guide people in their relationship with others.
Justin Lorenz (Poster C-15)
This semester, I have participated in a practicum at the psychosocial rehabilitation
center (the “club”) in Places for People, a mental health service provider. The agency’s
mission is to provide competent, individualized, and cost-effective services to adults with
serious and persistent mental illnesses so they can spend time in environments of their
choosing. In the club, I have had the opportunity to supplement my academic knowledge
with experience in the field, specifically with the mentally ill population. The dimension of
community building comes to mind first as a central part of my practicum. An outstanding
amount of diversity exists within Places for People, and through the development of
relationships there, I have minimized my stereotypes about others and gained deeper respect
and sense of unity.
The dimension of leadership and service has been incorporated into my practicum
through my responsibilities to advocate for and with club members. This is demonstrated, for
example, by my current efforts to make the upcoming Mental Health Awareness Day in
Jefferson City a success. I have started encouraging members to sign up and setting up
appointments for them to meet with their elected officials. Work at human services agencies
generally lends itself to social justice through advances toward equality of opportunity,
access to needed resources, and more valuable participation in decision making.
At practicum, my initiation and facilitation of a men’s group has allowed for the
integration of the dimensions of intellectual inquiry and scholarship. To prepare for the
group, I drew from my experience as a psychology major by further study of the social
psychology of males. I used the information to prepare topics of discussion, such as
expectations for men in today’s world. In fact, preparing for the practicum in its entirety was
serviced by my extensive participation in psychology curriculum. I was able to enter the
experience with a base level of understanding of mental illness allowing for a smoother
process that has led me to think of Places for People as a home. My education, largely in an
abnormal psychology class, prepared me to demonstrate a patient response in the face of
symptomatic behaviors, and to competently handle conversations about those behaviors with
staff and clients alike.
Finally, personal experience and consultation with my field instructor at my
practicum have triggered further exploration of my value system. I have struggled with ideas
of what it means to be with others and help others in an ethical, meaningful, and effective
manner. Throughout my time I have learned the importance of active listening and selfdetermination as the solution to some of these struggles. Furthermore, I realize the benefits of
reflecting on my experiences as a student of psychology, and as a well-rounded person in
general.
Ava Lovato, Arielle Keener, Michelle Touch, Justin Purl (Poster A-10)
We believe that four of the five dimensions of the SLU experience listed above are
integral to our project. We are conducting a psychological study on the fundamental
personality differences between students involved in the Reserve Officer Training Corps
(ROTC) and students not involved in the ROTC program. This project seeks to discover
what personality factors drive certain individuals into this particular military program and
what types of individuals, once a part of the organization, derive the most satisfaction from
their experiences with ROTC.
The first of these dimensions, Scholarship and Knowledge, is very much a part of our
project; the very nature of scientific psychological research involves seeking answers to
scientific questions with the hopes of contributing to the existing knowledge within the field.
Through the methods of scientific inquiry that we have learned during our time here at Saint
Louis University, we are attempting to do exactly that by increasing our understanding of
personality and motivation. Intellectual Inquiry and Communication goes hand in hand with
the aforementioned dimension; our project is, in itself, an inquiry into the mind and
motivation of students drawn to the ROTC program for the sake of satisfying our own
intellectual curiosity as well as to make a valuable contribution to the preexisting research on
this topic. Communication comes in when we think of the end result of our research. The
goal is to make this knowledge available to others via the scientific community within
psychology so that other universities and ROTC battalions may utilize our findings as a
resource in understanding the fundamentals of the personality traits shared by individuals
who are typically drawn to become and succeed as ROTC cadets.
Community Building also describes the aim of our research because ROTC cadets
represent a specific group of university students. By learning more about their personalities
and motivations we are also learning about a subgroup of university students comprising a
part of our community. It is imperative that all members of the university community be
taken into account when the goal is to build a unified community and provide for the needs
of each student. Through the practical application of this data to university planning (i.e.
community housing, scholarships, etc.) we can help to build a community that facilitates a
sense of belonging for these individuals not only in their ROTC battalion but also in the
university as a whole.
The dimension of Leadership and Service is applicable to our research in that ROTC
cadets are naturally driven to take on leadership positions and to serve their country on a
higher level. By examining the personalities of such people, we gain insight into what
motivates individuals dedicated to leadership and service in their community. In fact, with
the knowledge imparted by this study, other researchers could compare personality traits
found to be most prevalent among ROTC cadets and compare them to those of individuals in
positions of leadership and/or service in other areas of life (i.e. non-profit organizations,
high-level business, religious life, etc.).
Diane Whitson (Poster A-17)
While working on this project, I have advanced my knowledge of the process involved in
psychological research, which supplements the knowledge I have learned in various
psychology courses. Specifically, I acquired the skills necessary to complete IRB proposals
and protocols, develop questionnaires and surveys, gather research participants, and analyze
data. This allowed me to apply the skills I have learned in my coursework regarding the
conduction and comprehension of research. In completion of this project, I believe I am
better prepared to attend graduate school for clinical psychology. In addition to advancing
my personal knowledge, the results of this research project increased the knowledge of the
phenomenon of jealousy in romantic relationships.
When I first began this project, I developed my skills of inquiry through researching
previous articles on jealousy, and further developed my communication skills through
synthesizing these findings and composing my research proposal. In writing this proposal
and creating my poster, I learned to effectively express my ideas and the concepts and results
of the project. With the skills acquired in this project, I have confidence in conducting future
research, both in graduate school and employed in a lab.
Through working with Dr. Mattingly and discussing the project with others in the
department, I became a member of the psychology community that aims to advance the
knowledge of close relationships through scholarly inquiry. In addition to becoming part of
this community, the results of my project also benefit the larger community by providing
information that could improve the lives of individuals in dissatisfied relationships.
Specifically, my results reveal that individuals with insecure attachment styles most
frequently engage in behaviors to induce jealousy in their partners. Both couples and
therapists can utilize this information to explain why an individual would purposely stimulate
jealous feelings in a partner and assist the partner in coping with and justifying the induced
experience of jealousy. Overall, my project contributed to community building by providing
explanations and knowledge of the emotion of jealousy that could increase satisfaction in
romantic relationships.