PSYCHOLOGY NEWS
Dr. John Pellitteri
September, 2011
Volume 1, Issue 1
Greetings! You have been tagged with a
newsletter! Tagged hard!
Rambling begins here.
Abby on stage at the Universal
Studios, Orlando Animal Show
I interviewed that guy in the glasses about operant conditioning…I will show the video clip when we get to
that chapter in the Fall. He actually couldn’t get his
monkey to perform, which can be a common problem.
Table of Contents
Page 1……………..Opening Comments
Page 2……………..About Me
Page 3……………..Psychological Studenting
Page 4……………..What is Neurofeedback?
Contact/Feedback: Jpellitt@aol.com
www.DrJohnPellitteri.Com
Follow me on Twitter! (as soon as I learn how)
TO BE REMOVED FROM THIS LIST:
If you are receiving my emails and newsletter against
your will—all you need to do is let me know and I will
delete you forever! I certainly apologize!
Hi! Thanks for reading! I’ve decided, as you may have
deduced from my mass email, to make an attempt to build
a community of psychology students, or otherwise interested parties where I can reach out and inform you about
various psychological issues and resources, and generally
be available to past students as a teacher, counselor, and
psychologist. I will admit up-front that I don’t have a
strong vision for where this endeavor is headed; I’m hoping this will evolve into something interesting. A big part
of it is curiosity – I’m interested in where my former students are ending up and the successes and challenges they
are experiencing. Another part is wanting to help in career development – I continue to teach, do assessment,
provide psychotherapy, and now neurofeedback through
my private practice – I have opinions on the “state of the
field” and would love to help you avoid some mistakes I
made, as well as replicate some things I’m proud of.
As this is the first issue I’d like to tell you that this is more
of a private practice “thing” than a Mt. SAC thing. Mt.
SAC is a big part of my professional career, but it’s not
the only part…if I take off my professor hat, I have some
more freedom in what I say. Being a professor means (to
me) a big responsibility to my students to make sure what
I say is scientifically supported, not my opinion, and always considering the welfare and learning of the student.
As a psychologist, I can have more opinions about what is
“good science” and what isn’t. For that reason, I will be
sending this newsletter out through my private email, and
not affiliated with Mt. SAC, per se. Although, that disclaimer notwithstanding, I can’t imagine saying anything
that would be against the Mt. SAC grain.
But just so you know. J
September, 2011
Volume 1, Issue 1
About Me and My Work
Man, what an egotist.
Yikes, I hate that guy who does those subheadings. Regardless, I thought I’d give you a brief outline of my work experience and education; my goal would be to help you decide
if there is something I can offer you in terms of advice or
experience. I’d like to help you with your career development , if I can. I would love to “take questions” about psychology (or anything I can speak intelligently on) - this
might help you decide if I’ve been there/done that.
Education

BA in Psychology and Sociology Minor and Certificate
in Criminal Justice and Corrections from Cal Poly, Pomona
(Continued…)

LAPD—Intern Therapist

University of La Verne— Post-Doctoral
Fellow/Assessment Coordinator

Mt. San Antonio College—Professor,
Counseling

Adjunct Instructor, Psychology: ULV,
CSPP-LA, Mt. SAC, Argosy, Citrus;
Graduate and Undergraduate

OCI Consultants—Psychodiagnostician

Private Practice-Psychological Services
Personal Interests

Martial Arts

MS in Marriage and Family Therapy from ULV

Soccer

MA in Clinical Psychology from Alliant/CSPP-LA

Poker and Blackjack

Psy.D. in Clinical Psychology from above

My three kids (oops, that should be first)

Post-doctorate specialization in Neuropsychology from
the Fielding Institute

Business Development

Licensed Psychologist in California

Registrant, National Register of Health Providers in
Psychology

Nationally Certified Counselor—NBCC
So I’d be happy to discuss any/all of my “life
journey” with you, however you believe it
may be helpful! Send questions and comments to Jpellitt@aol.com...I will endeavor
to address them in future e-newsletters.
Work Experience

Worked at 7-11 when I was 14 until it was robbed and
my parents made me quit

Dynasty Karate School—Instructor/Manager

American Eagle Karate School—Owner/Senior Instructor

Upland Unified School District—PIP Counselor

University of La Verne—Therapist

Hillsides Home for Children—Child Therapist

Kaiser Hospital, Rehabilitation Center—
Neuropsychology Intern
(Continued in next column...)
Me, in case you forgot what I look
like...and my office in Claremont.
Why did I wear that striped shirt?
September, 2011
Volume 1, Issue 1
“Psychological Studenting” Part I
A natural extension of my interest in psychology is how to use psychological principles in one’s day-to-day life,
in addition to the psychotherapeutic benefits of ...errr...psychotherapy. Some of you have seen my brief handout
about “how to use psychology in a job interview” – same thrust…so, since the Fall Semester is about to begin,
with fewer classes and higher prices, I thought I might reflect on “using psychology” to help you get into a
class. This is not advice on how to cheat or manipulate anyone – rather how can we best influence the environment to maximize the chance we can get what we want.
A basic psychological principle involves looking at the mind-state of the “Unit of Analysis” - in this case the
“mind of the teacher.” What’s it like to be a professor on the first day of a class? I would guess (maybe more
than guess) that the following thoughts and feelings are going on:
“What a bummer that there are people I have to turn away”
“I have to be fair and follow the rules”
“I wish I could pick the most enthusiastic and prepared students for the class, but it’s not up to me”
“I hope no one acts immature if they don’t get in”
So the teacher is trying to control the add procedure, make sure no one is trying to cheat, and fill up the class as
easily and fairly as possible. Where can you use psychology anyway?
Let’s say you don’t get in. Many people just shrug and walk out, some seem irritated, some stay even though I
told them to leave – I have to tell them again…and some make a fuss that has nothing to do with the teacher.
What should you do? There’s not much you can do at the first moment – except make a good first impression.
Let’s look at the process for a moment. Students are registered up to the limit, some don’t show, and several
are added from the waitlist. Then the class is full, and the regular coursework begins. But then, someone in the
class decides s/he doesn’t want to take classes and drops. Or someone tried to register their girlfriend, and a
strange name appears on the roll, and I drop them. So now there are a few spots open, and no way to fairly go
back to all those people I sent away on the first day!
I regularly have people email me with “let me know if there’s room” emails…but BEFORE the semester I can’t
do that, and ONCE THE CLASS BEGINS, unless they email me at the exact perfect time, I’ve deleted their
email. I can’t keep track of who/when someone emailed me first.
So – what do you do? I can best illustrate by a quick story of how a student got into my class. Day one: no
room, she had to go. She smiled, and asked politely, quietly, if she could check back next week. “Sure, knock
yourself out!” says I. She comes back next week, smiled, politely, “Any room?” “No, sorry, I’m all full.” “Ok,
Professor Pellitteri – I just want you to know I bought the book and am reading it, so if I happen to get in, I’ll be
all caught up.” “Seriously? Wow. But…sorry, no room.” Week Three – everyone’s done adding, although
adding is not officially closed. I happen to notice someone dropped my class just now. She comes back week
three, book in her hand, “Any room?” “Sit down” says I.
Did I have to let her in? No – one less paper to grade. But…I had room, I don’t have to work to catch her up,
and she had been attentive, polite, and perseverant for three weeks. Probably a good student. Will this always
work? Of course not...but I believe it maximizes your chances. Let me know your experiences with trying to
add a full class—maybe you can share a tip to someone else!
September, 2011
Volume 1, Issue 1
“Feedback” is a necessary facet of improving all aspects of our
lives—looking in the
mirror to see if your
hair is combed is an
example of feedback.
About Neurofeedback
EEG Biofeedback, or Neurofeedback, is a training intervention that uses sophisticated computer equipment to allow the client to see and hear their brainwaves—
the electrical signals created by neural firings. By being able to sense these brainwaves, and through the use of digital filters and amplifiers, and different reward
options, the client can learn to adjust their fast and slow waves, which in turn has
different effects on cognition, mood, stress, and sleep.
A common training protocol is Alpha/Theta training, where the client learns to
balance slow, sleepy waves and faster “problem-solving” waves. Over the course
of treatment, clients regularly report that they feel their brain is “working differently” and they feel more relaxed, and have a higher capacity to concentrate. This
training is also used for professional athletes and high-stress performers, such as
fighter pilots.
I am currently completing BCIA (Biofeedback Certification International Alliance) Certification—not a necessary credential to offer services to the public (my
Psychologist license does that) but one that is the “gold standard” of practitioners.
I’d be happy to answer questions about this new treatment modality!
September, 2011
Volume 1, Issue 1
I have the urge to express myself a little more personally, here on the last page of the newsletter...so if you continue to subscribe, you will read a bit about the issues that are crashing together in the
fog of my mind. Feel free to ignore or be inspired as appropriate. Issue one seems to be a good opportunity to set the stage for future issues, so that’s what I’ll do.
This last summer I discovered Netflix...and the “Watch it Now” option for viewing movies immediately. I started with big movies, but quickly switched, when I had caught up on “Doctor Who” and exhausted the other movies I wanted to see (you don’t watch Doctor Who? We have little to talk about then.)
I then switched to documentaries. I found my views about the world being reinforced and enlightened, and
my critical thinking challenged and refined. So much so that I have toyed with the idea of creating a
“documentary curriculum” that I might offer for extra credit in my Psychology of Reasoning class, with
some reflecting required. I think there might be an order to watch them in that would progressively challenge the way you see the world. I haven’t given it more thought than that, as of now, though.
One thing that is constantly talked about in college circles, is to inspire critical thinking—many old
-school educators think this is precisely where the newer generations of students may be lacking. Indeed,
it appears that this generation might be the first to not out-perform the education of their parents! I certainly see the issues of simply surviving in today’s society is so difficult, that keeping a sharp eye on where
our government, the “system” - whether it be the cable company trying to cheat us or the fast-food place
trying to poison us—these issues take a back seat to simply finding a job and being able to survive. What
I’m concerned about, and what the aforementioned documentaries underlined for me, is that the forces that
are affecting us don’t ever seem to rest. They are constantly working to make sure we are voting, spending, opining, and behaving in the way that best suits them. And usually not in our own best interest.
Recently, one of the other psychology professors brought the rest of us an article from a statewide
organization that indicated we needed to be more politically active, to model for our students how we engage in the system, and try to change it for the better. In this spirit, I find myself compelled to talk and
write to whoever might listen about these issues. So here’s your assignment, America: try to do one thing
(watch, read, listen, act) that makes you more aware of the swirling world that surrounds you. Here are
some suggestions of documentaries that have impacted me...I’d love to hear your take on them!
-The Corporation
-The Cove
-Food Inc
-Crude
-Fat, Sick, and Nearly Dead
Thanks for reading!
-Religulous
-Flock of Dodos
-the Mormon Proposition
-AKA Tommy Chong
-Capitalism: A love story
-Casino Jack
-War made Easy
(Fiction)
- Wag the Dog
- Doctor Who Season 1