Research and Applied Practica
Coordinator: Megan Wilson, Ph.D.
- Psychology major or post-baccalaureate status
- Sophomore or higher standing
- PSYC3110 (Interpersonal Behavior) (For Applied, PSYC4770 only)
- A student must have a minimum (overall) GPA of 2.5 and a minimum Psychology GPA of 3.0
- Advising and authorization by the department
Students are expected to demonstrate their growth and their ability to integrate this experience through a written document at the end of the semester for each practicum, e.g. a scholarly paper, a journal, or reaction paper. All students registered for practicum will receive a grade of "S" or "U" in this course. According to the provision of the current catalog, we allow students a maximum combined total of (6) six hours of Psyc 4760 or Psyc 4770. No more than (3) three credit hours can be taken per semester, for example, (3) three Fall semester and (3) three Spring semester for a total of (6) six or (2) two fall, (2) two Spring and (2) two Summer for a total of (6) six.
Applied/Service Practica (4770). This training experience gives students hands-on experience in the field working with children, courts, advocacy groups, faculty projects, and other community-based agencies. Students planning to apply to graduate programs or jobs in psychology will enhance their applications with the addition of this experience. Students will also develop new skills and gain valuable work experience participating in a service practica. The Psychology Department maintains a roster of agencies and faculty projects that have practicum positions open for undergraduates on the Psychology Department undergraduate web page.
Research Practica (4760). This is an opportunity for students to get hands-on directed research experience in the Psychology Department. Faculty needing help on their grants or other research/academic projects often offer practicum experiences. This opportunity is especially useful for students planning to continue their studies in graduate school. Practicum opportunities are also available with hospital-based research projects and local universities looking for a large number of undergraduates for their projects.
- Review the practicum website and identify at least 2 practicum site you would like to interview with before going to the advising session.
- Practicum coordinator will check prerequisites, go over available sites, and discuss student's eligibility for practicum course credit.
- If interested in working in a faculty lab, students should contact faculty directly ONLY AFTER COMPLETING ADVISEMENT unless an agreement was made with the faculty member prior. (Let coordinator know, if so.)
- Practicum credit-eligible students will receive an application from the practicum coordinator once the advisement session is complete.
- The coordinator will authorize the application form, which indicates that the student has been advised. Students will not be allowed to interview at the applied site or consult with the faculty member without this authorization.
- After students have completed their interviews and have selected a site or faculty project for practicum they must complete the appropriate application and leave with the receptionist on the 11th floor for Dr. Megan Wilson.
- The Practicum program will contact students using their Georgia State email address only with information to complete the registration process.
- Students should allow at least one month to complete the entire process for practica sites off campus. These sites will require interviews of students at the site.
- The practicum application deadline is the Tuesday preceding the start of the desired semester.
Program Description: The Marcus Autism Center (MAC) is a not-for-profit organization with a mission to provide information, services, and programs to children with autism and related disorders, their families and those who live and work with them. We offer integrated advances clinical, behavioral, and educational and family support services through a single organization to reduce the stress for families that use our services. This placement is ideal for students considering graduate training in psychology, pediatrics, family social work, or a related behavioral health fields. Students will gain valuable training by participant in clinical and research activities addressing a variety of pediatric populations, including Pediatric Psychology and Feeding Disorders Program and Language Learning Clinic. A 10 hour commitment per week is preferred. Fall, spring, summer semesters are available. Efforts will be made to match student interests with the needs of each program. Training will involve both individual and group supervision. At a minimum, individual and team supervision is provided weekly, although the nature of the clinical services provided at MAC often necessitates more frequent/daily supervision to guide treatment procedures. A description of each program and corresponding responsibilities is provided below: Pediatric Psychology and Feeding Disorders Program: The pediatric feeding disorders program services children who have chronic issues with nutritional and/or caloric intake. A large percentage of the population treated at the clinic rely on alternative means to meet their nutritional needs (e.g., a feeding tube) or display very selective eating patterns, which compromises their intake of essential vitamins and minerals. The average age of children treated is about 3 years of age. Feeding difficulties displayed by children in the program are often the result of a complex interaction between a numbers of factors. Many have complicated medical histories, such as food allergies or reflux. Problem behaviors (e.g., crying, disruptions, aggression) develop as a means to escape food presentations intense refusal behaviors occur during most meals and maintaining low levels of intake after the medical issues are resolved. Interest in working with children in an interdisciplinary team is preferred. Training will include mealtime data collection of target behaviors using an event recording procedure, as well as tracking parent-child interactions during meals using a behavioral coding system. Students will also assist in ongoing research protocols, including scoring of instruments, data entry, and other administrative research tasks. Students may rate family interaction variables from videotaped family assessments. Language and Learning Clinic (LLC): Intervention offered through the LLC is specifically designed to promote skill acquisition in the domains of functional communication, adaptive daily living skills, pre-academic and academic skills, and social relationships. The LLC offers intensive 1-on-1 ABA/Verbal Behavior services to children with significant language and adaptive skills delays. We serve children in need of services targeting increases in receptive and/or expressive language, pre-academic training, and social skills. Clients are primarily between the ages of 2-12 years. Language and adaptive skills are assessed via the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) and acquisition programming is based on these results. Students will learn to implement discrete-trial training, verbal behavior programming, and natural environment teaching with a variety of cases. In addition, functional analyses and functional assessments are conducted to assess problem behavior and structures behavior protocols are frequently implemented. Students will be observed in vivo or via videotape implementing treatment procedures. Program Description: This research project provides treatment to abused, suicidal Black women within a clinical setting.
- Hours: This practicum is for three credit hour practicum students only and students will be required to work between 30-45 hours per credit hour. The practicum student will work one day (five hours) one week then two days (10 hours) the next week. This cycle will repeat throughout the semester (spring and fall). Seven-week summer semester practicum students would be required to work three days per week, five hours per day (Monday, Wednesday and Friday) for a total of 15 hours per week.
- Number of semesters: A minimum of one semester is required for spring and fall semesters and additional semesters would be welcome. Seven-week summer semester is also available as a stand-alone practicum. Three-week summer semester would require securing a spring semester position as well.
- Supervision: Students will meet with a supervisor weekly.
- Duties: Practicum students will assist sessions between children and their coaches. During initial training practicum students will be responsible for collecting data during the sessions, and then entering the data after the sessions. Once a student has completed the required number of initial training hours, he/she will be allowed to work hands-on with the children once every 3 sessions and assist with the completion of activities prescribed by the program. Students may be required to attend weekly staff meetings.
- Hours: 4 hours per week
- Number of semesters: Minimum of two semesters
- Supervision: Students will meet with supervisors on a weekly basis
- Duties: Group facilitation will include planning for sessions, working directly with children during group activities, learning to identify behaviors that may signal potential problems in individual children, developing new experiential exercises in order to access and understand children’s feelings, among others.
Duties: Students will assist with administrative tasks needed to support curriculum development for existing after school programs (Cool Scholars and Cools Girls Club.) Students will also assist in the following: program development, and support for staff delivering four-to-six week training modules on life skills, pregnancy prevention, conflict resolution, self-esteem, and cultural awareness.
This study examines the current cognitive and everyday functioning of children and adult survivors of pediatric brain tumors. We are interested in the development of these individuals across the lifespan, identifying risk factors for poor long-term outcomes, how genetics might contribute to risk or resilience, and how brain function and structure relates to cognitive and behavioral functioning. Participants undergo a neuropsychological evaluation, and participate in functional neuroimaging. We are also working to compare computerized cognitive measures to traditional paper and pencil measures to determine optimal screening measures for the future. The lack of comprehensive and longitudinal research involving individuals with brain tumors makes working with this research/database a unique opportunity. We also have a large and growing sample of neuropsychological and neuroimaging data on healthy individuals.
"For more information about our research team, see the DNP-ATL websiteStudent Responsibilities
- Compiling test materials for participants
- Creating and maintaining research databases
- Photocopying, filing, organizing, scanning
- Compiling pertinent research articles
- Scoring neuropsychological tests and measures
- Helping with acquisition of functional neuroimaging data (fMRI)
- Opportunities to help acquire, score, and analyze data on healthy controls
- Time Commitment: at least 5 hrs/wk for a minimum of 2 semesters including the summer
Learning Outcomes
- Learn about research methods and design, data management and analyses, and the personal and professional requirements of a graduate career.
- Learn about neuropsychological research using a wide range of measures.
- Learn from other research studies about the cognitive and neural mechanisms involved in brain tumor survivors and healthy populations.
- Strengthen critical thinking and communication skills.
- Have opportunities to analyze, interpret, and report findings from these studies at PURC, GSURC, or other professional conferences.
Mentoring plan: We employ a vertical mentoring model. University Assistants work on a daily basis with doctoral students in the Clinical Psychology/Neuropsychology graduate program, who in turn are directly supervised by Dr. King biweekly regarding student progress. Dr. King also meets directly with the University Assistant to discuss the student’s academic and laboratory performance, the student’s goals for the future, and adapting experiences to meet those goals.
Qualifications: Assistantships are available to any outstanding student, but preference will be given to students in psychology or neuroscience who are interested in clinical neuropsychology and learning about measuring cognitive skills, neuroimaging techniques, or their relationships to genetics. Assistantships are for one year and may be renewed, contingent on satisfactory academic and laboratory performance.
If interested, please email your resume/CV and transcript to: Stephanie Steinberg – ssteinberg5@student.gsu.edu
Program Description: This site will expose students to a breadth of services provided as part of the core services of the EEAP. Students will receive supervision in the four core services: Organizational Dynamics, Health Promotion and Wellness, Education and Outreach, and Behavioral Mental Health. This dynamic program serves a diverse population of faculty, staff, administrators, physicians, residents, and their immediate family members.
- Hours: 5-8 hours per week
- Number of semesters: Minimum of one semester
- Supervision: one hour of individual supervision weekly with professional staff
- Duties: Students will participate in specific activities in each of the four core service areas with the option of selecting one area that is of most interest in which they can devote more time and effort. Students will also be invited to attend at least one clinical case conference where an interdisciplinary team of mental health professionals discusses challenging clinical cases. Finally, students are asked to develop a workshop or project of special interest to them and present this to the FSAP team at the conclusion of their practicum experience.
Program Description: The Georgia Center for Child Advocacy serves children who are victims of sexual abuse, severe physical abuse, or a witness to a violent crime. The Center provides services including forensic interviews of alleged victims, forensic evaluations of alleged victims, therapy services for victims of sexual abuse, and family advocacy for the non-offending caregivers of abuse victims. The Center also coordinates the multidisciplinary case review meetings (bi-weekly) to fully assess each case of possible child abuse.
- Hours: 5 hours per week
- Number of semesters: Minimum 1 semester, 2 preferred
- Supervision: Students will meet with supervisor on a weekly basis
- Duties: Students will attend an orientation session which will provide the students with an overview of the services offered by the center and will enable the students to gain a clear understanding of the dynamics of child sexual abuse. Students will assist in the coordination with agencies involved in the investigation of child abuse. Students will also assist in case tracking and statistical data collection. Students will work with a family advocate to provide case management to clients, ensuring that they are connected to appropriate resources in the community. Students will be asked to work on other projects/tasks as needed by the center.
- Hours: 5 hours per week
- Number of semesters: Minimum of 1 semester, 2 preferred
- Supervision: Students will meet with supervisor on a weekly basis
- Duties: Students will assist in the classroom and work one-to-one with high-risk teens. Duties also include developing academic plans and assisting in the delivery of group classes on life and job skills. Students will also participate in the following in-service training classes: rape counseling, drug prevention, and working with forensic populations.
Candidates should have a passion for Kate’s Club’s mission and the ability to play an integral role in advancing the organization’s efforts to reach the estimated 70,000 children and teens in the metro Atlanta area facing life after the death of a parent or sibling. Interns will serve as members of a small staff team and be supervised directly by Kate’s Club’s program staff. Interns have the opportunity to gain significant professional experience, playing a lead role in the design and implementation of critical projects, and gaining exposure to every aspect of a dynamic and growing organization.
A 10-hour commitment per week is preferred. Fall, spring, summer semesters are available. Efforts will be made to match student interests with the needs of each program. Training will involve both individual and group supervision. At a minimum, individual and team supervision is provided weekly, although the nature of the clinical services provided at MAC often necessitates more frequent/daily supervision to guide treatment procedures. A description of each program and corresponding responsibilities is provided below: Pediatric Psychology and Feeding Disorders Program: The pediatric feeding disorders program services children who have chronic issues with nutritional and/or caloric intake. A large percentage of the population treated at the clinic rely on alternative means to meet their nutritional needs (e.g., a feeding tube) or display very selective eating patterns, which compromises their intake of essential vitamins and minerals. The average age of children treated is about 3 years of age. Feeding difficulties displayed by children in the program are often the result of a complex interaction between a number of factors. Many have complicated medical histories, such as food allergies or reflux. Problem behaviors (e.g., crying, disruptions, aggression) develop as a means to escape food presentations intense refusal behaviors occur during most meals and maintaining low levels of intake after the medical issues are resolved. Interest in working with children in an interdisciplinary team is preferred. Training will include mealtime data collection of target behaviors using an event recording procedure, as well as tracking parent-child interactions during meals using a behavioral coding system. Students will also assist in ongoing research protocols, including scoring of instruments, data entry, and other administrative research tasks. Students may rate family interaction variables from videotaped family assessments. Language and Learning Clinic (LLC): Intervention offered through the LLC is specifically designed to promote skill acquisition in the domains of functional communication, adaptive daily living skills, pre-academic and academic skills, and social relationships. The LLC offers intensive 1-on-1 ABA/Verbal Behavior services to children with significant language and adaptive skills delays. We serve children in need of services targeting increases in receptive and/or expressive language, pre-academic training, and social skills. Clients are primarily between the ages of 2-12 years. Language and adaptive skills are assessed via the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R), and acquisition programming is based on these results. Students will learn to implement discrete-trial training, verbal behavior programming, and natural environment teaching with a variety of cases. In addition, functional analyses and functional assessments are conducted to assess problem behavior and structures behavior protocols are frequently implemented. Students will be observed in vivo or via videotape implementing treatment procedures.
- Hours: 10 per week
- Number of Semesters: 2 semesters
- Supervision: at least once a week
- Hours: 16 per week preferred
- Number of Semesters: Minimum 1
- Duties: Students will gain a deeper understanding of how a nonprofit works: students will be exposed to most duties that volunteers perform (including preparing meals) and will also be exposed to the scheduling, fundraising and other activities vital to running a successful nonprofit agency. Students may enhance public speaking skills by facilitating orientations and trainings, as well as provide administrative and staff support. Additionally, students will schedule volunteers and maintain calendars, maintain a volunteer database, and assist in creating and editing documents such as emails, letters, flyers, agendas, and reports. Interested students can also deliver meals to clients (must have a vehicle). These tasks will allow students to gain knowledge of volunteer management and its importance to nonprofit operations.
Practicum students must meet for an initial interview with VistaCare’s Manager of Volunteer Services, submit an application, and attend a 4-hour training class. Also required: a 2-step TB test, a background check, and two references.
- Hours: 5 hours per week
- Number of semesters: Minimum of 1 semester
- Supervision: Students will meet with supervisor on a weekly basis
- Duties: Duties are flexible based on students’ interests. Duties include working with patients in the end stage of life by doing visitations to patients’ homes or nursing care facilities. Students can also work with a chaplain to help patients and their families deal with grief. Students could also work with a social worker and talk with families about a variety of issues including funeral arrangements, financial situations, family relationships, etc. Practicum students will also learn about how the hospice office works by assisting our administrative staff with their efforts to support our field staff.
- Hours: Minimum of 8 hours per week
- Number of semesters: Minimum of 1 semester
- Supervision: Students will meet with supervisor on a weekly basis
- Duties: Opportunities include positions in emergency shelter (assist with children’s programs, support groups for residents and household tasks), hotline advocacy (trained volunteers provide telephone support to women who call needing a compassionate ear and/or information about domestic violence), children’s program (assist with support groups and child-centered services) and legal advocacy (assist staff legal advocates as they help women fill out and file Temporary Protective Orders). Students will attend training classes.
The Anxiety Research and Treatment (ART) Lab is driven to conduct research that will improve the lives of people with anxiety in a practical way and make significant contributions to science , which can take our research in many directions - the use of virtual reality and other technology to improve access to treatment, brain-behavior relations, cultural aspects of anxiety – and across many disciplines.
Current Projects/Data
- Acceptability of Internet-Based Cognitive Behavioral Therapy (Acceptability Study): The Acceptability Study examines the effectiveness of two interventions designed to increase acceptability and actual use of internet-based cognitive behavioral therapy (iCBT) programs in both a college and community sample.
- Cognitive Biases in Control Group (CBIC): CBIC aims to examine cognitive biases across a continuum of symptoms of social anxiety. This study expands on previous research by comparing the reliability of measures of cognitive bias in a clinical population (CBIS) to a population of individuals who do not meet the criteria for social anxiety disorder but may experience sub-threshold symptoms (CBIC).
- Novel Task to Assess Outcome Probability Bias for Social Anxiety: Outcome probability bias, or the tendency to overestimate the likelihood of a negative outcome, is theorized to maintain symptoms of social anxiety disorder. To date, outcome probability bias has exclusively been measured by self-report questionnaires. We are developing a computer task designed to measure outcome probability bias using social imagery.
Responsibilities
- Bring your best self to lab – be prepared, positive, proactive, responsible, and a team player
- Contribute 8 hours per week for 2 semesters
- Must be able to attend and participate in weekly undergraduate lab meetings
- Learn the skills and tasks necessary to contribute to at least one project (this can vary quite a bit by project: E-prime, web design, behavioral coding)
Learning Outcomes
You will …
- Learn ethical conduct of research with humans, including those with anxiety disorders
- Learn the basics of literature review, research design, and data collection for treatment-oriented research
- Practice critical thinking and communication skills
- Motivated students have the opportunity to present at the Psychology &/or GSU Undergraduate Research Conference
- Outstanding research assistants may have the opportunity to conduct an honor thesis.
Mentoring Plan
Our lab provides a supportive experience for students interested in clinical psychology and in treatment-related research. We use a vertical model for mentoring. University Assistants will work most closely with graduate students, attend weekly lab meeting/journal club, and meet with Dr. Anderson to discuss their progress, interests, or any questions they may have related to our lab research or professional goals.
Application
Duties
- Observing videotapes of studies and coding behaviors
- Entering and analyzing data from studies
- Assisting with research projects
- Attending lab meetings (including presenting papers)
- Preparing an annotated bibliography or poster presentation of work
Note that a 2-semester minimum commitment is required
Current Projects
- Parent-child interactions during preschoolers' immunizations
- Adherence to pediatric HIV treatment
- The impact of pediatric sickle cell disease on the parents and the child patient
- Acceptance and Commitment Therapy (ACT) for pediatric chronic illness
- Randomized controlled trial of acute pediatric pain treatments
Responsibilities
- Literature review for articles related to current projects
- Build electronic database
- Attend lab meetings
- Help reduce and analyze data
- Coding of behavioral data
- Data collection (e.g., interviewing, videotaping, interacting with pediatric patients and their parents)
Longitudinal Follow-Up of Pediatric Brain Tumor Survivors: This study examines the current psychological, social, intellectual and motor functioning of adults diagnosed and treated for a brain tumor in childhood. Now adults, these individuals were once examined on a yearly basis by neuropsychologists at Georgia State University. The lack of comprehensive and longitudinal research involving children with brain tumors makes working with this research/database a unique opportunity. We are interested in the development of these individuals since the time of their last evaluation. Participants from the original study will be recruited and will undergo a neuropsychological evaluation. They will also undergo a neurological evaluation and participate in functional neuroimaging. Please watch our lab video on YouTube.
See http://www2.gsu.edu/~wwwpsy/king.html for information on additional ongoing studies.
Student Responsibilities
- Compiling test materials for participants
- Creating and maintaining research databases
- Photocopying, filing, organizing, scanning
- Compiling pertinent research articles
- Scoring neuropsychological tests and measures
- Analyzing functional neuroimaging data (fMRI)
- Time Commitment for research assistants: at least 8 hrs/wk for a minimum of 2 semesters including the summer
Learning Outcomes
- Learn about research methods and design, data management and analyses, and the personal and professional requirements of a graduate career.
- Learn about neuropsychological research using some or all of the measures described above.
- Learn from other research studies about the cognitive and neural mechanisms involved in brain tumor survivors and healthy populations.
- Practice critical thinking and communication skills.
- Have opportunities to analyze, interpret, and report findings from these studies at PURC, GSURC, or other professional conferences.
Mentoring plan: We employ a vertical mentoring model. University Assistants work on a daily basis with doctoral students in the Clinical Psychology/Neuropsychology graduate program, who in turn are directly supervised by Dr. King biweekly regarding student progress. Dr. King also meets directly with the University Assistant to discuss the student’s academic and laboratory performance, the student’s plans for the future, and any questions or background about the ongoing studies.
Qualifications: Assistantships are available to any outstanding student, but preference will be given to students in psychology or neuroscience who are interested in neuropsychology and learning neuroimaging techniques. Assistantships are for one year and may be renewed, contingent on satisfactory academic and laboratory performance.
If interested, please email your resume/cv and transcript to:
Our second ongoing project is in conjunction with several community partners in the Atlanta area. In this project we aim to better understand family processes that are universal and those that are unique to African American families. We also explore the ways that a child’s surroundings help to develop his or her strengths.
Research opportunities include:
- Scheduling participants by phone
- Transcribing and coding participants’ responses from video or audio tape
- Preparing materials for data collection and IRB submission
- Assisting with data administrations conducted in at local community agencies and at GSU
- Entering data into SPSS statistical software and/or Excel spreadsheets
- Conducting reviews from the most relevant literature and updating files
Time Commitment: 6 hrs/wk
Please see our website for more information and for an application: http://www2.gsu.edu/~psycps/family_lab/Research_Opportunities.html
Visit our page for more information: http://www2.gsu.edu/~psycps/family_lab/Home/Home.html
Researchers in the IDEA laboratory investigate attention and executive function and the ways in which these processes interact in the working memory system to influence higher-order cognitive abilities like learning and decision-making. Thus, we examine individual and group differences in the skills of attention, planning, and uncertainty monitoring to identify the relation between these mental abilities and the types of training that might improve them. Cross-species research is also ongoing to explore the emergence of executive attention in nonhuman primates. The IDEA laboratory is fully equipped with computers for automated testing of participants, eye-trackers/ pupillometers, psychophysiological instruments, and computer-interfaced response boxes for recording vocal and motor response latencies. Apparatus is also available for relating behavior to brain using measures of cerebral blood flow velocity available from noninvasive imaging technology. Student research opportunities include computerized testing of human and nonhuman primate participants in attention and decision-making experiments. This research may be supported by grants or contracts from the National Institutes of Health, the Federal Aviation Administration, the Department of Defense, the National Aeronautics and Space Administration, Georgia State University, and other foundations or agencies.
Human factors research internships are also available to select graduate students. For more information on this or other research opportunities please contact Dr. David Washburn.
The SCLSL offers opportunities for biobehavioral collaborative research with investigators from institutions around the world. Graduate and undergraduate students can be involved in every phase of the research. For additional information, please contact Dr. David A. Washburn.
Overview: In the IDDP Lab, in both humans and nonhuman primates, we research neurobehavioral factors associated with the development and persistence of psychopathological behaviors (e.g., aggression, substance use, psychopathy). We use a number of different techniques and approaches to investigate these questions including self-report surveys of personality and mental health, computerized neurocognitive tasks, and genetic and brain imaging data.
Responsibilities: Research Assistants in the IDDP Lab are responsible for a number of different aspects of the research experience including:
- Conducting research sessions with both undergraduate students as well as children and their families
- Data management and entry
- Literature reviews on relevant topics
- Attending weekly lab meetings
- Assisting with research presentations and papers
Additionally, highly motivated assistants will have the opportunity to present their own research at local, regional, and national research conferences as well as potentially completing an Honors Thesis.
Learning Outcomes: Research assistants will:
- Receive training on the ethical conduct of research
- Gain knowledge and experience in using some or all of the research approaches described above
- Learn to conduct behavioral experiments with human participants
- Practice critical thinking and communication skills with respect to the interpretation and explanation of research findings
Requirements: Minimum requirements include a GPA of 3.4 or higher, an interest in pursuing a career in psychology, neuroscience, or related field, and the ability to commit at least 9 hours per week for at least two semesters.
At present, we are conducting two large-scale NIAAA funded studies. The first project examines the proximal effects of alcohol on the perpetration of intimate partner violence within same-sex couples (SS-IPV). The second project (in collaboration with Dr. Laura Salazar, Co-PI) is evaluating a web-based intervention designed to facilitate prosocial and effective bystander behavior among intoxicated bystanders. In addition, additional ongoing projects address the major areas of focus described above and include collaborations with researchers within the Center for Research on Interpersonal Violence.
Current Doctoral Students
- Jessica Grom: Jessica’s interests include identifying risk and protective factors for alcohol-facilitated intimate partner violence and sexual violence.
- Miklós Halmos: Miklós’ research is focused on understanding individual and situational risk and protective factors for aggression perpetration and victimization. Furthermore, he is interested in understanding and predicting aggression among intimate partners in order to prevent the progression of aggression into violence.
- Kevin Moino: Kevin’s research examines how prejudice and stereotypes manifest into behaviors (including aggression and discrimination) that lead to health disparities in marginalized populations.
Feelings Lab | Application |
- Completion of required training for those conducting human subjects research
- Participation in regular research team meetings
- Reading, reviewing, and discussing relevant research articles
- Implementing procedures to run subjects through laboratory studies
- Data coding, entry, and data management
- Work with other team members to prepare research papers and presentations at national conferences
Students interested in becoming involved with this research team should do the following:
- Determine if they have, on average, five or more hours per week to devote to the research team
- Read several (>5) abstracts from recent published research papers that Dr. Rice has authored. This will give you a good idea about current interest areas for the research team
- Read completely at least one of his recent articles.
If after completing 1-3, you are still interested, then email an unofficial copy of your transcripts, vita or resume, and a short note about your interest to Dr. Rice. He may subsequently arrange a time to meet with him or one of his graduate students to see if you can be involved in the team.
Dr. Aharoni's research lab draws upon interdisciplinary approaches to understand and shape the ways in which extra-rational factors, such as emotion, influence decision making in legal, criminal, interpersonal, and policy domains. This lab brings together perspectives from cognitive science, neuroscience, law, criminology, philosophy, economics, clinical psychology, evolutionary psychology, and computer science.
Duties may include:
- Assisting in research design
- Engaging in data collection
- Helping with data analysis
- Compiling literature reviews
- Aiding Dr. Aharoni in the reporting of laboratory studies
- Attending weekly meetings
Please note that a minimum 2-semester commitment is strongly preferred.
The GSU Student Training Equity Project (STEP) has 3 main components:
- Networking events.
An opportunity that facilitates networking between GSU undergraduate students of color and GSU Psychology faculty members. Students will learn about research opportunities on campus, about the application process for graduate programs in psychology, and will have the opportunity to ask graduate students questions about their experiences. - Financial support for undergraduate research.
We understand students from economically disadvantaged backgrounds may not be able to pursue unpaid research experience–which is needed to apply to graduate school. Thus, to offset some of this inequity, small one-time monetary awards of $500 are available to qualifying students to supplement their research experience.
Who is eligible?
Current GSU undergraduate students in psychology who:- Identify as a member of a racial/ethnic minority group
- Are interested in pursuing a graduate degree in psychology
- Are not already receiving campus funding for research
- Have an established plan for conducting research with a GSU psychology faculty member
- Database of resources.
This database provides resources that are focused on helping racial/ethnic minority students successfully explore potential careers in psychology, identify doctoral programs of interest, prepare for the application process, apply for fellowships and scholarships, and be successful during the interview process.