STATE OF THE ART LECTURES
Focus of Lecture: Leader's mental health at work
Sponsoring Division/Section: Div 1: Industrial/Organizational/Work
Bio: Julian is the author of The Science of Leadership: Lessons From Research for Organizational Leaders, which was published by Oxford University Press (New York) in January, 2014. His research interests focus on the nature and development of transformational leadership and employee well-being, and he is also the author of well over 200 research articles and book chapters, and the author or editor of several books, including Employment, Stress and Family Functioning (1990, Wiley & Sons); The Union and Its Members: A Psychological Approach (1992, Oxford University Press); Changing Employment Relations: Behavioral and Social Perspectives (1995, American Psychological Association); Young Workers (1999, American Psychological Association); and The Psychology of Workplace Safety (2004, American Psychological Association). He is also co-editor of the Handbook of Workplace Violence (2006, SAGE Publications), and senior editor of both the Handbook of Work Stress (2005), Handbook of Organizational Behaviour (2008), all published by SAGE, The Psychology of Green Organizations (2015, Oxford University Press), and most recently, Work and Sleep: Research Insights for the Workplace, which will be published by Oxford University Press in 2016.
Julian was formerly the editor of the American Psychological Association's Journal of Occupational Health Psychology, served as the chair of the American Psychological Association's Task Force on Workplace Violence in 2001-2, and was the chairperson of the Advisory Council on Occupational Health and Safety to the Ontario Minister of Labour from 1989-1991. Julian is a Fellow for the Royal Society of Canada, the Society of Industrial and Organizational Psychology, the European Academy of Occupational Health Psychology, the Association for Psychological Science, and the Canadian Psychological Association. MacLean's magazine named Julian as one of Queen's University's most popular professors in 1996. Julian received the National Post's "Leaders in Business Education" award in 2001, and Queen's University's Award for Excellence in Graduate Student Supervision in 2008.
Affiliation: Queen's University, Kingston, Ontario, Canada
Focus of Lecture: Solving the problems of ipsative data: The common framework for proper scaling of comparative response formats
Sponsoring Division/Section: Psychological Assessment and Evaluation
Abstract: To avoid rating biases in personality and similar questionnaires, researchers may use preference response formats. These include the popular forced choice, where respondents rank a number of items, and more complex Q-sorts, where ranking with ties is obtained. Researchers may also collect the extent to which items are preferred to each other, for example by rating items as the “proportion-of-total” (compositional format). Preferences collected with such formats are relative within the person, leading to major psychometric challenges – interpersonally incomparable (ipsative) data. Since measurement of individual differences requires absolute position on the traits of interest, new treatment of ipsative data is required.
The talk will present the Thurstonian scaling approach, which enables proper measurement of individual differences from all types of ipsative data. I will start with the Thurstonian IRT model for forced-choice questionnaires, and extend this IRT model to graded preferences. I will then show how the “proportion-of-total” data can be easily treated in the same Confirmatory Factor Analysis (CFA) framework with continuous outcomes. This unified approach will be demonstrated with empirical data analysis examples, including well-known personality questionnaires. I will conclude with a discussion of best practice in ipsative measurement, including suggestions of good questionnaire designs and considerations for minimizing response biases.
Bio: Anna Brown is a psychometrician with an established reputation and extensive industry experience, currently conducting research and teaching psychological methods at the University of Kent. Anna’s research focuses on modelling response processes to non-cognitive assessments using Multidimensional Item Response Theory (MIRT), including analysis of preference data (e.g. forced-choice questionnaires) and research on response biases.
Anna’s PhD research led to the development of the Thurstonian IRT model, which has been described as a breakthrough in scoring and designing of forced-choice questionnaires, which in the past could not be used for inter-personal comparisons due to the ipsative data they produced. This work received the "Best Dissertation" award from the Psychometric Society in 2011. Applications of this methodology include the development of a new IRT-scored version of the Occupational Personality Questionnaire (OPQ32r).
More recently, the Thurstonian scaling approach has been extended from categorical to continuous preference data to deal with “proportion-of-total” (compositional) data, and graded preferences. As of today, Anna’s work spans all existing types of preference response formats, relies on widely available software and shared syntax code, and thus provides an easy-to-apply solution to the problems of ipsative data for research and assessment practice.
Affiliation: Senior Lecturer in Psychological Methods and Statistics & Chair of Ethics, School of Psychology, University of Kent, United Kingdom
Elected Member of the Council of the International Test Commission
Focus of Lecture: Psychological Literacy in Undergraduate Psychology Education and Beyond
Sponsoring Division/Section: Teaching of Psychology Section
Abstract: Psychological literacy is the capacity to intentionally use psychology to meet personal, professional and societal needs. In the ten years since its re-making, the greatest uptake of the concept of psychological literacy has been within undergraduate psychology education in the UK, Australia and North America. Examples are given, and ethical and resource challenges are discussed. There is a need for further conceptual development, which can then lead to (a) more valid and reliable measurement, and (b) more rigorous evaluation of the impact of educational ‘interventions’. The primary opportunity in meeting such challenges is that students/graduates should be better able to connect psychological science to solutions in everyday life.
Bio: Jacquelyn Cranney has been the recipient of national psychology and higher education awards for her contributions to psychology education and higher education more broadly. She has received Fellowships and grants that have progressed undergraduate psychology policy and practice, and that have focused on curriculum integration of the development of self-management capacity for all university students. Jacky is a fervent believer in George Miller’s exhortation to “give psychology away”, particularly through providing opportunities for everyone to develop psychological literacy, which is the intentional application of psychological science to meet personal, professional and societal needs. [psychliteracy.com]
Affiliation: University of New South Wales Sydney, Australia
Focus of Lecture: Díaz-Guerrero´s contributions to the internationalization of psychology
Sponsoring Division/Section: Div 3: Psychology & Societal Development
Abstract: Rogelio Diaz-Guerrero completed master's and doctoral studies in neuropsychiatry and psychology (Iowa State University, M.A., 1944, Ph.D., 1947) being lectured by Spence, Lewin and Sears. Inclusion of culture make him the pioneer of Mexican psychology and an icon to international psychology. His publications centered on the conceptualization and operationalization of psychological variables rooted in culture. This interest is evident in Personality development in two cultures (Holtzman, Diaz-Guerrero & Swartz, 1975).
Among his contributions are the valid, reliable and culturally appropriate manner to measure psychological phenomena. His research of the idiosyncratic characteristics of the Mexican population published in American Psychologist (Diaz-Guerrero, 1977), set the stage for the development of other indigenous psychologies (Díaz-Guerrero, 1961). Applied research: Personality development of Mexican school children (Diaz-Guerrero, 1970); and the Study in eight countries on occupational values in children and young adults when faced with violence (Diaz-Guerrero, 1972). The effects of educational programs on violence (Díaz-Guerrero, 1976), individual development in the Formative Research of Sesame Street (Díaz-Guerrero, etal 1975). He also worked with Spielberger on anxiety across cultures (Diaz-Guerrero, 1982); to incorporate the effect of cultural niches, The cultural ecosystem and life quality (Díaz-Guerrero, 1986). Effects of culture on psychological variables in The subjective worlds of Mexicans and North Americans (Diaz Guerrero, 1993). His culminating thought is exposed in Under the claws of culture (Diaz Guerrero, 2002), reporting longitudinal and cross-sectional data spanning 50 years in regards to the processes responsible for the maintenance of the socio-cultural premises.
Other activities include the foundation of the Interamerican Psychological Society in Mexico City on December 17 of 1951. After serving on the board of the International Union of Scientific Psychology for many years, he was able to preside the 1984 International Congress of Psychology in Acapulco, Mexico, the only time it has been held in a Latin-America.
Bio: Rolando Díaz-Loving’s career began with a Doctorate in Social Psychology in 1982 from the University of Texas at Austin where he was honored in 2002 with the “Distinguished Alumnus Award” for his contributions in research. He is an international reference in couple and family relationships and cross-cultural psychology and ethno-psychology. His publications and research on personality and social psychological processes are the basis for the creation of a Mexican ethno-psychology. His bio-psycho-social-cultural theory on human relationships has guided research about family and couple relationships, and his studies in the area of sexual behavior, contraceptive behavior, health and HIV are the foundation for numerous intervention programs. He has co-edited 15 volumes of Social Psychology in Mexico, published 115 articles in scientific journals, 107 chapters in specialized books and 14 research books.
Affiliation: Universidad Nacional Autónoma de México
Focus of Lecture: Key Challenges to Understanding Environmental Decision Making.
Sponsoring Division/Section: Environmental
Bio: Thomas Dietz is a professor of Sociology and Environmental Science and Policy (ESPP). He holds a Ph.D. in ecology from the University of California, Davis, and a bachelor of general studies from Kent State University. At MSU he was founding director of the Environmental Science and Policy Program and associate dean in the colleges of Social Science, Agriculture and Natural Resources and Natural Science, assistant vice president for environmental research at Michigan State University.
At the National Research Council he has served on many panels including as chair of the U.S. National Research Council Committee on Human Dimensions of Global Change, the Panel on Public Participation in Environmental Assessment and Decision Making, and as vice chair of the Panel on Advancing the Science of Climate Change of the America’s Climate Choices study.
Dietz is a Fellow of the American Association for the Advancement of Science, and has been awarded the Sustainability Science Award of the Ecological Society of America, the Distinguished Contribution Award of the American Sociological Association Section on Environment, Technology and Society, and the Outstanding Publication Award, also from the American Sociological Association Section on Environment, Technology and Society and the Gerald R. Young Book Award from the Society for Human Ecology. At the National Research Council he has served as chair of the U.S. National Research Council Committee on Human Dimensions of Global Change and the Panel on Public Participation in Environmental Assessment and Decision Making, and currently is vice chair of the Panel on Advancing the Science of Climate Change of the America’s Climate Choices study.
Dietz has also served as secretary of Section K (Social, Economic, and Political Sciences) of the American Association for the Advancement of Science and is the former president of the Society for Human Ecology. He has co-authored or co-edited eleven books and more than 100 papers and book chapters. His current research examines the human driving forces of environmental change, environmental values and the interplay between science and democracy in environmental issues. Dietz is an active participant in the Animal Studies Program at MSU.
Affiliation: Michigan State University, Michigan, USA
Martin S. Hagger
Focus of Lecture: Developing a Way to Describe Psychology Theories Applied in Health Behavior Research: A Process Diagram Approach
Sponsoring Division/Section: Sport and Exercise
Abstract: A multitude of social psychological theories have been applied to predict and understand health behavior. The sheer number of available theories presents a considerable challenge to researchers seeking to identify commonality and redundancy in the constructs and processes that determine health behavior. Just as problems of constructs with similar content named differently or different constructs using the same names hinders theoretical progress (c.f., Block’s (1995) ‘jingle’ and ‘jangle’ fallacies), theory development is similarly impeded by problems in operationalizing how constructs relate to each other within theories (e.g., mediating and moderating relations). One proposed solution is to systematize terminology and descriptions of how constructs relate to each other in theories. A system will provide a common means to operationalize the processes by which theory constructs relate to relevant outcomes (e.g., health intentions and behavior) in the health domain. I propose that such a system already exists in the diagrammatic forms offered in confirmatory analytic techniques of path analysis and structural equation modeling (c.f., Hayes, 2013). Application of such a system to describe relations among theory constructs not only provides a common means to operationalize health behavior theories, but also unifies theory with means to analyse data collected to test the theory.
Bio: Martin Hagger is John Curtin Distinguished Professor in the School of Psychology and Speech Pathology at Curtin University and Finland Distiguished Professor (FiDiPro) in the Faculty of Sport and Health Sciences, University of Jyväskylä, Finland funded by TEKES, the Finnish Funding Agency for Innovation. His research applies social cognitive and motivational theories to understand and to intervene and change diverse health behaviours such as physical activity, eating a healthy diet, smoking cessation, alcohol reduction, anti-doping behaviours in sport, and medication adherence. He is also interested in theory development and has made several contributions to advancing social psychological theory including theory integration (e.g., the trans-contextual model and the integrated behaviour change model) and theory relating to ego-depletion. He is Founding Director of the Health Psychology and Behavioural Medicine Research Group at Curtin University and the Laboratory of Self-Regulation (LaSeR). He is also editor-in-chief of Health Psychology Review and Stress and Health and editorial board member of ten other international peer-reviewed journals.
Affiliation: John Curtin Distinguished Professor, Curtin University
Finland Distinguished Professor (FiDiPro), University of Jyväskylä, Jyväskylä, Finland
Editor, Health Psychology Review
Co-Editor, Stress and Health
Health Psychology & Behavioural Medicine Research Group &
Laboratory of Self-Regulation (LaSeR)
School of Psychology and Speech Pathology
Faculty of Health Sciences
Curtin University, Perth, Australia
Focus of Lecture: Bullying and Peer Victimization in Children and Youth
Sponsoring Division/Section: Div 5: Education, School & Instruction
Bio: Since she joined the Faculty of Education at UBC in 1993, Dr. Shelley Hymel has served in a number of administrative roles, including Associate Dean (OGPR, 2000-2002), ECPS Department Head (2006-2008), Deputy Head (2016-2017), Area Coordinator for both the HDLC (2004-2006) and SCPS (2010) program areas, and Co-Director of the Psychoeducational Research and Training Centre (1996-2000, 2003-2005).
Currently, Dr. Hymel holds the Edith Lando Professorship in Social-Emotional Learning (SEL, 2012-2017) through which she has co-established and currently oversees a Masters concentration in SEL and two Teacher Education cohorts in SEL and has created a unique online resource for educators, the SEL Resource Finder. She currently serves on the executive team of PREVNet, Canada’s national organization for “Promoting Relationships and Eliminating Violence.” She also serves on several research advisory boards, including UBCs Human Early Learning Partnership, Alberta’s Life Synergy for Youth program, Seattle’s Committee for Children, and Lady Gaga’s Born This Way Foundation.
Dr. Shelley Hymel is co-founder of the international Bullying Research Network, linking 200 researchers from 17 countries. She publishes extensively on social development, peer relations, and school bullying, with over 100 refereed articles and chapters to date, and has co-edited special issues for both Merrill-Palmer Quarterly (1999, 2015) and American Psychologist (2015). She has worked directly with students experiencing social difficulties and collaborates with school districts that want to address the social side of education. She has long emphasized the importance of knowledge mobilization efforts, giving over 200 invited school/community presentations, and 14 keynote presentations for educators across Canada, and has co-edited three special issues on school bullying for the online magazine for parents and teachers, education.com.
Affiliation: University of British Columbia, Canada
Focus of Lecture: Advancing Psychological Theory by Mining Big Data
Sponsoring Division/Section: Brain & Cognition
Abstract: Carefully controlled laboratory experiments are the foundation on which much of our current psychological theory is built. However, more and more research is now letting experimental control go in favor of mining large-scale and real-world datasets. We now have unprecedented availability of massive digital data sources that are the product of human behavior and offer clues to understand the mechanisms that generated them. A key challenge for the field is to properly interrogate these data in a theory-driven way to reverse engineer the psychological forces that generated them; this necessitates advances in both our theoretical models and our methodological techniques. In this talk, I will outline new approaches in the field to mining big data with the goal of advancing our understanding of psychological theory. Psychological mechanisms may be “captured” and experimentally studied in the laboratory, but then the theories we develop must be released back “into the wild” and evaluated on how well they explain the mechanism’s behavior in situ. The arrival of big data has been met with healthy skepticism by the field, but has also been seen as a genuine opportunity to advance our understanding of psychological mechanisms. In addition, theoretical advancements from big data are heavily intertwined with new methodological developments—new techniques to answer questions from big data also give us new questions that could not previously have been asked.
Bio: Michael Jones is Professor of Cognitive Science, Psychology, and Informatics at Indiana University where he holds the William and Katherine Estes Endowed Chair in Cognitive Modeling, and directs the Cognitive Computing Laboratory. Dr. Jones’ research is broadly in the emerging field of cognitive computing, with a particular focus on understanding the computational mechanisms used by the brain to learn and represent knowledge from linguistic and sensory experience. The second prong of his research is developing methodology to utilize large and naturalistic data sources in psychological research. He has been awarded Outstanding Career Awards from the National Science Foundation, the Federation of Behavioral and Brain Sciences, and the Psychonomic Society. He is currently Editor-in-Chief of Behavior Research Methods, and editor of the recent book Big Data in Cognitive Science. His research is funded by the National Science Foundation, National Institutes of Health, Institute of Education Sciences, Clinical and Translational Sciences Institute, and Google Research.
Affiliation: Dept. of Psychological and Brain Sciences, University of Indiana, USA
Focus of Lecture: The Human Value System: Fundamentals and Applications
Sponsoring Division/Section: Environmental, Developmental, Social & Personality
Abstract: Over the last three decades, psychologists have made substantial progress in understanding the basic structure and dynamics of the human value system. Kasser will review some of this literature, focusing on the distinction between intrinsic values (e.g., personal growth, community) and extrinsic values (e.g., financial success, image). Empirical evidence consistently shows that these two sets of aims are in conflict and that prioritizing extrinsic (relative to intrinsic) aims is associated with lower levels of personal, social, and ecological well-being. Kasser will conclude by describing how insights from this research literature can be and have been applied to help non-profit organizations campaign more effectively, to improve people's well-being, and to focus city governments on indicators of progress other than purely economic ones.
Bio: Tim Kasser, Ph.D., is Professor and Chair of Psychology at Knox College in Galesburg, Illinois. He has written over 100 scientific articles and book chapters on materialism, values, ecological sustainability, and quality of life, among other topics. He is also the author of five books, including The High Price of Materialism (MIT Press, 2002) and the cartoon book HyperCapitalism (The New Pres, 2018). Tim works extensively with a variety of activist and civil society organizations that protect children from commercialization, that promote ecological sustainability, and that encourage a more “inwardly rich” lifestyle than what is offered by consumerism.
Affiliation: Professor and Chair of Psychology at Knox College in Galesburg, Illinois, USA
Focus of Lecture: The Humility Deficit: How Psychological Science Might Be Our Best Hope for Saving Us From Ourselves.
Sponsoring Division/Section: Teaching Psychology
Bio: Dr. Lilienfeld received his B.A. in Psychology from Cornell University in 1982 and his Ph.D. in Clinical Psychology from the University of Minnesota in 1990. He completed his clinical internship at Western Psychiatric Institute and Clinic in Pittsburgh, Pennsylvania from 1986-1987. He was assistant professor in the Department of Psychology at SUNY Albany from 1990 to 1994, and has been a faculty member in the Department of Psychology at Emory since 1994.
Affiliation: Emory University, Georgia, USA
Focus of Lecture: Good Practices in Development, Implementation, and Evaluation of Health Behavior Change Programs
Sponsoring Division/Section: Div 8: Health Psychology
Abstract: Good practices in formation of health behavior change programs (including interventions and policies) usually account for: applying theories explaining underlying mechanisms, the use of evidence-based underpinnings, evaluating if the hypothesized psychosocial mechanisms indeed explain behavior change, the application of behavior change techniques, and a careful selection of clinically relevant health outcomes. However, a lack of long-term maintenance of behavior change and limited transferability of behavior change programs call for a paradigm shift in health promotion science.
Among others, maintenance and transferability may be achieved by shifting the research and theoretical focus from psychosocial determinants of behavior change to the implementation processes, mechanisms, strategies, and outcomes. The implementation strategies may determine if health promotion programs do affect main health outcomes, but they also determine program’s reach, adoption, maintenance, and sustainability. Thus, good practices in development, implementation, and evaluation of health behavior change programs account for the use of implementation theory and empirical evidence.
An analysis and synthesis of good practices in development, evaluation, and implementation of health behavior change programs will be conducted. The use of implementation theories to plan for the content and delivery of behavior change programs will be discussed. Good practices the assessment of implementation outcomes (e.g., acceptability, adoption, feasibility, fidelity, costs, penetration, and sustainability) will be addressed. Finally, the discussion will focus on planning and accounting for implementation conditions, implementation processes, barriers and facilitating factors.
The lecture will provide an opportunity to gain an insight into the complexity of processes determining effectiveness of health promotion programs. Our state-of-the-art approach focusing on psychosocial behavior change theories, within-individual mechanisms, and techniques addressing on psychosocial skills and cognitions is not sufficiently successful. Going beyond the state-of-the-art and applying good practices in implementation offers a promising perspective to improve science and practice of health behavior change.
Bio: Aleksandra Luszczynska is health psychologist investigating determinants of health behavior change and psychosocial resources facilitating adaptation to chronic illness and traumatic stress. Currently she is professor of psychology at SWPS University, Wroclaw, Poland, and associate research professor adjoint at Trauma, Health, and Hazards Center, University of Colorado at Colorado Springs, CO, USA. She held positions at University of Sussex (UK) and Freie Universitaet Berlin (Germany). Aleksandra was Editor in Chief of Anxiety, Stress, & Coping: An International Journal and currently she is Editor in Chief of Applied Psychology: Health and Well-Being. In 2010-2014 she was President of Division of Health Psychology, IAAP. Her research was funded by national and international organizations (e.g., European Union 7th Framework Program, European Union’s Joint Programming Initiative, Humboldt Foundation). Aleksandra was distinguished with honorary fellowships of European Health Psychology Society and International Association of Applied Psychology. For CV see https://goo.gl/YbU1LW
Affiliation: Warsaw School of Social Sciences and Humanities, Poland
Focus of Lecture: Early identification and prevention of dyslexia
Sponsoring Division/Section: Educational & School Psychology Section
Abstract: Highlights of the Jyväskylä longitudinal study of Dyslexia (JLD) will be summarized. JLD is our long term-predictive study of dyslexia which collected developmental data from early age to puberty. The JLD-results reveal that the earliest predictions of difficulties associated with reading acquisition can be made already at 3-5 days of age on the basis of brain responses to sound processing. Very accurate identification of children who will face difficulties in learning to read is possible with simple means, years before reading age. A most accurate and helpful identification of the need for support can be made via dynamic assessment of those first training steps that are necessary for the learning of basic reading skill - learning the connections between spoken and written items. Our Graphogame (GG) technology makes the dynamic assessment and helps children at risk to learn reading skill before they can encounter and experience failure. GG training entails repeated exposure to storing connections between spoken and written language in a game like digital environment (see graphogame.info). Its implementation follows the language-specific content including an optimal phonics approach. Related global efficacy studies precede the use of the game outside of the research context. Today, more than 400 000 children with compromised initial learning (from 2007) have benefited from the GG training in Finland. On a single day, more than 20 000 children are playing the game in Finland. Investigations are running in four continents, in more than 20 countries, including attempts to apply the same basic training principles in an environment with non-alphabetic orthographies. Efficacy studies of two English GraphoGame versions in the UK have recently been published in collaboration with our British colleagues, providing evidence of improvement in literacy skills. Studies have been completed in France and Norway where children are getting it to support their acquisition of the basic reading skill. Today’s new efforts are focused on supporting the final step of reading – learning the efficient mediation of meaning from the written word.
Bio: Heikki Juhani Lyytinen is a professor of psychology at the University of Jyväskylä . He became a professor in 1997. In 2015, he was appointed Unesco Chair at the Agora Center at the University of Jyväskylä, with the aim of promoting international literacy. Lyytinen has been the docent of both Jyväskylä and the University of Helsinki. He has studied learning, especially learning disabilities and learning disabilities in the areas of neuropsychological and psychophysical research. He led together with Jari-Erik Nurmenthe Academy of Finland's Learning and Motivation Research Center, founded in 2006, at the University of Jyväskylä. Lyytine has written (some with others) numerous psychology books and scientific articles. Lyytinen retired in summer 2014. In 2012, he was awarded the Allvar Award. He has a wife and two daughters.
Affiliation: UNESCO professor/UNITWIN chair on Inclusive Literacy Learning for All
University of Jyväskylä & Niilo Mäki Institute, Jyväskylä, Finland
Focus of Lecture: Commitment in the Workplace: Past, Present, and Future
Sponsoring Division/Section: Div. 1:Industrial/Organizational/Work
Abstract: Over the last several decades we have learned a great deal about commitment in the workplace, yet many unanswered questions remain, including some pertaining to the very nature of the construct itself (e.g., its dimensionality and distinctiveness from related constructs such as work engagement). Moreover, there is some question about the relevance of commitment in an era of continuous change. To put the present state of affairs in perspective, I will begin with a brief overview of the evolution of commitment theory and research from its early focus on organizational commitment to the multiple-focus approach that is prevalent today. I will also address developments in research methodology, with emphasis on recent advances that have contributed new insights into the nature, development and consequences of workplace commitments. I will then turn my attention to how the accumulated wisdom from decades of research can be used to guide management practice, even while researchers continue to work toward the resolution of both longstanding and more recent controversies and debates. Indeed, on the practice side, I will argue that interest in commitment can serve as a catalyst for the integration of a broad range of theories (e.g., organizational support, organizational justice, motivation, leadership, person-organization fit) that provide ‘best principles’ to guide ‘best practice.’ I will conclude by discussing the relevance of commitment in the workplace of the future with increasingly rapid changes in technology and workforce diversity.
Bio: John Meyer is Professor and Chair of the Industrial and Organizational (I/O) psychology graduate program at The University of Western Ontario in London, Canada. He also holds a Professorship in management at the Curtin Business School in Perth, Australia. His research interests include employee commitment, engagement, work motivation, well-being, leadership, and organizational change. His work has been published in leading journals in the fields of I/O psychology (e.g., Journal of Applied Psychology, Personnel Psychology), management (e.g., Academy of Management Journal, Journal of Management), and research methods (e.g., Organizational Research Methods, Multivariate Behavior Research). John is also co-author of Commitment in the Workplace: Theory, Research and Application (Sage Publications, 1997) and Best Practices: Employee Retention (Carswell, 2000), co-editor of Commitment in Organizations: Accumulated Wisdom and New Directions (Routledge, 2009), and editor of the Handbook of Employee Commitment (Edward Elgar, 2016). His work has been cited more than 70,000 times (Google Scholar). John has consulted with private and public organizations in Canada on issues related to his research and has been invited to conduct seminars and workshops in the United States, Europe, Asia, and Australia. He is a fellow of the American Psychological Association, Association for Psychological Science, Canadian Psychological Association, International Association for Applied Psychology, and Society for Industrial and Organizational Psychology.
Affiliation: Department of Psychology, Western University, London, Ontario, Canada
Focus of Lecture: Understanding toxic leadership
Sponsoring Division/Section: Div. 3: Psychology and Societal Development
Affiliation: St Andrews, UK
Focus of Lecture: Mental health consequences of terrorist attacks
Sponsoring Division/Section: Div 6 & Clinical; Community
Abstract: In the last few decades, terrorism has become a serious and alarming problem worldwide. The abundant scientific literature on the capacity of adaptation of human beings, which has increased notably in the last 15 years following the concept of resilience, has caused many professionals and scientists from the area of mental health to focus their attention on the expectations of natural recovery of majority of people after suffering a terrorist attack. However, although pertinent, especially in certain contexts and moments of a terrorist attack or threat, it can also lead to a serious danger: that adequate psychological treatments are not administered to the people who need them or that too much time goes by before administering them so that the problems have become chronic. The aim of this lecture is to describe the current state of the research on the psychopathological consequences of terrorist attacks in adult victims. From the results of narrative and meta-analytic reviews of this research and the most recent empirical studies, including our work on the consequences of terrorism in Spain, ten conclusions are extracted on the number of adult victims that develop psychological disorders, the psychological disorders that are most common, the course of these psychological disorders, and the types of victims that are most affected. These conclusions converge to suggest that, after a terrorist attack, both direct and indirect victims (and among the latter, especially the relatives of those killed and wounded in the attack), will need psychological follow-up and care in the short, medium, long and very long term. These conclusions should inform the development and implementation of policies and practices related to assistance and support of terrorism victims, especially interventions aimed to identify, assess, treat and rehabilitate victims who suffer psychological disorders or who are at risk of suffering them.
Bio: Dr. Jesus Sanz is a Full Professor in the Department of Personality, Assessment and Clinical Psychology at the Complutense University of Madrid (UCM), where he is Director of the Psychological Treatment of Stress-Related Disorders research team. During 2006-2010, he was Vice-Dean for Studies, Educational Innovation and European Higher Education Area of the Faculty of Psychology of that university. He received his Ph.D. in Clinical Psychology from the UCM, and held a post-doc fellowship at the Department of Psychology of Yale University. His research interests include cognitive factors in depression, assessment of anxiety and depression, basic structure of personality, the role of personality and psychological treatments in essential arterial hypertension, and psychopathological consequences of terrorism and their treatment. On those topics, he has authored or co-authored 160 scientific papers, including books, chapters in books and journal articles, and has presented 135 oral communications and posters in national and international scientific congresses. He is member of the editorial committees of four Spanish scientific journals (“Psicopatología Clínica Legal y Forense”, “Psicooncología”, “Ansiedad y Estrés”, and “Behavioral Psychology-Psicología Conductual”) and has served as reviewer for 21 scientific journals, including “Psychological Bulletin”, “Journal of Social and Clinical Psychology”, “American Behavioral Scientist”, “Personality and Individual Differences”, “British Journal of Clinical Psychology”, and “European Journal of Personality”.
Affiliation: Complutense University of Madrid, Spain
Focus of Lecture: Epigenetic processes mediating between environments, experiences and mental health; therapeutic and diagnostic implications
Sponsoring Division/Section: Adult Development & Aging
Bio: Szyf received his Ph. D from the Hebrew University and did his postdoctoral fellowship in Genetics at Harvard Medical School, joined the department in 1989 and currently holds a James McGill Professorship and GlaxoSmithKline-CIHR Chair in Pharmacology. He is the founding co-director of the Sackler Institute for Epigenetics and Psychobiology at McGill and is a Fellow of the Canadian Institute for Advanced Research Experience-based Brain and Biological Development program. Szyf has been the founder of the first “Pharma” to develop epigenetic pharmacology “Methylgene Inc.” and the first journal in epigenetics “Epigenetics”. Szyf lab has proposed two decades ago that DNA methylation is a prime therapeutic target in cancer and other diseases and has postulated and provided the first set of evidence that the “social environment” early in life can alter DNA methylation launching the emerging field of “social epigenetics”.
Affiliation: Pharmacology & Therapeutics, McGill University, Montreal, Quebec, Canada
Rama Charan Tripathi
Focus of Lecture: Un-Othering the Other: The Role of Shared Cultural Spaces
Sponsoring Division/Section: Div 3: Psych & Soc Dev
Abstract: Humans are believed to have a tendency to look for essences in persons and groups. This leads them to understand even social categories as natural kinds which have fixed and identity-determining essences. Such a tendency results in the deepening of the perceived differences between own and other groups and a perception of out groups being homogeneous. Essentialist beliefs feed the negative relationship between own-group and the out-group members and give rise to mutual othering.
My focus in this presentation will be on understanding the process of othering and its contra process, un-othering, which facilitates peace building, largely within the context of the Indian society. I shall examine the idea of othering as reflected in various projects of othering, to elucidate how the other results, the factors that underlie motivation for othering, and to what extent the other is an ‘imagined’, ‘invented’ or a ‘constructed’ product. The major thrust of the presentation, however, will be on the process of un-othering and strategies and mechanisms of un-othering which use culture and social norms to create shared cultural spaces. In particular, I shall discuss-
- Does a syncretic cultural identity promote un-othering because it promotes co-sharing of cultural spaces?
- Does ‘bursting the illusion of singular identity’ through plural identities help?
- Does creation of a carnivalesque atmosphere which allows participation in celebrations and mutual humouring help?
- Does positive differentiation of out-group by members of the in-group support the processes of un-othering and make the essentialist beliefs and social groups malleable?
Bio: R.C. Tripathi (Ramacharan Tripathi) is a Fellow of the National Academy of Psychology (India) and also a former National Fellow of the Indian Council for Social Science Research. He was Director of the G.B. Pant Social Science Institute at Allahabad and also Professor and Chair in the Department of Psychology and Center of Social Change and National Development at the University of Allahabad, India He is the Chief Editor of ‘Psychology and Developing Societies’, a journal published by Sage International. The primary focus of his research has been on understanding societal problems of the developing societies. Among his many books are: Organizational studies in India ( with R. Dwivedi, Orient Blackswan, 2016); Perspectives on violence and othering in India (with Purnima Singh, Springer, 2016); Psychology, development and social policy (with Y. Sinha, Springer, 2013); Psychology in Human and Social Development (with J.W. Berry and R.C. Mishra, Sage, 2003); Norm Violation and Intergroup Relations (with Richard de Ridder, Clarendon Press, 1992); Email- email@example.com
Affiliation: Editor, Psychology and Developing Societies,
Former National Fellow (ICSSR),
Ex Director, G.B. Pant Social Science Institute
Ex-Head and Professor, Dept of Psychology, Univ of Allahabad, Allahabad India
Jennifer A. Veitch
Focus of Lecture: How Psychologists can Contribute to Individual Well-being, Organizational Productivity, and Saving the Planet through Better Buildings
Sponsoring Division/Section: Environmental
Abstract: Sustainability is to meet the needs of the present without impeding the ability of future generations to meet their needs. Among the ways in which societies seek to meet sustainability goals is the improvement of building energy-efficiency. Building energy codes mandate stringent energy-efficiency measures for new buildings, but progress is slower for existing buildings, which make up most of the building stock. This address will explore three ways in which psychologists can contribute. First, by working together with engineers and architects we can add to the evidence that with judicious choices of technology, building design, and operation, better buildings that save energy can improve organizational productivity and individual well-being through reduced absenteeism, improved job satisfaction, and other outcomes. Some argue that these benefits should improve the return-on-investment enough to speed renovation choices. Psychologists know that decisions are not simple financial calculations. Thus, second, we can develop and test advanced decision-making models to explain how organizations choose sustainable technologies – and as importantly, what barriers prevent these choices. Third, we can use our communication and behaviour change skills to transfer this knowledge, removing or overcoming barriers that impede a sustainable future in which we too benefit from better buildings.
Bio: Jennifer Veitch is a Principal Research Officer at the National Research Council of Canada, where she has led research into the effects of indoor environment effects on health and behaviour since 1992. Her current research focuses on the effects of better buildings on organizational productivity and on the effects of lighting system characteristics on cognitive performance, mood, and health. Jennifer is a Fellow of the Canadian Psychological Association, the American Psychological Association, the International Association of Applied Psychology, and the Illuminating Engineering Society of North America. In 2011 she received the Waldram Gold Pin for Applied Illuminating Engineering from the International Commission on Illumination (CIE). In 2012 she received the John C. Service Member of the Year Award from the CPA. She currently serves CIE as Director of its Division 3, Interior Environment and Lighting Design.
Affiliation: National Research Council of Canada
Focus of Lecture: PTSD in physical illness: Physiological, behavioral, and dyadic effects
Sponsoring Division/Section: Div 8: Health Psychology
Abstract: Post-traumatic stress disorder (PTSD) is a severe emotional reaction to a concrete stressor such as an atrocity perpetrated by human beings or a natural disaster. In recent years much scientific attention has been devoted to exploring the possibility that illnesses might also be regarded as causes of PTSD. However, much debate still exists in the field with regard to the distinctive ways in which PTSD of these origins might manifest itself among both patients and their caregivers. In the current lecture, I wish to suggest that cardiac–disease-induced PTSD (CDI-PTSD) is indeed a valid diagnostic entity. I will start by presenting a thorough literature review of CDI-PTSD, integrating the existing knowledge regarding CDI-PTSD’s prevalence, risk factors, and psychological and physiological consequences. Next, I will present results of qualitative and quantitative studies that have investigated CDI-PTSD among spouses of cardiac patients, and the dyadic processes affecting the emergence and consequences of patients' and partners' CDI-PTSD. I hope this lecture will broaden our understanding of the unique manifestations of PTSD resulting from health crises. Ultimately, the hope is that this kind of comprehensive understanding will be translated into effective interventions for both patients and caregivers.
Bio: Dr. Noa Vilchinsky is a Senior lecturer and the head of the Psycho-cardiology Research Lab Department of Psychology, Bar Ilan University, Ramat-Gan, Israel. She is also a certified rehabilitation psychologist, who worked many years with individuals and families coping with cardiac illnesses. Her main fields of research are psycho-cardiology, dyadic coping with chronic illness, PTSD in illnesses, caregiving in health challenges, attitudes toward people with disabilities, and the importance of being treated with dignity within the medical setting. Her co-authored book: "Caregiving in the Illness Context" was published in 2016 by Palgrave-McMillan.
Affiliation: Bar Ilan University, Ramat-Gan, Israel