The Big Ball of Blame

In 2005 a Saffir-Simpson Category 5 hurricane, Katrina, passed over Florida, strengthened in the Gulf of Mexico, and then set its sights on New Orleans. The hurricane caused destruction and death, for many residents were unable to evacuate to safety. Then this natural disaster escalated into a man-made catastrophe, as days passed and local, state and federal officials moved at a glacial pace to help. Some called it bureaucracy and poor planning. Others used stronger words: incompetence, injustice, racism and business as usual in an elitist America that takes better care of the wealthy than its poor. But whatever word you like to use, it was wrong: People suffered and died because no one helped

Delphi Therapy

The Delphi technique is a structured forecasting and decision-making method that assesses and summarizes the individually held opinions and judgments of group members with little or no discussion or deliberation among the members. Named for the legendary Delphic oracle, this method involves surveying members repeatedly, with the results of each round of surveys informing the framing of the questions for subsequent rounds. The Delphi technique avoids some of the limitations of traditional group decision-making procedures and is particularly useful when the group members are so widely divided on issues that a face-to-face discussion will not be productive

Association of functional polymorphisms in CYP19A1 with aromatase inhibitor associated arthralgia in breast cancer survivors

INTRODUCTION: Aromatase inhibitor-associated arthralgia (AIAA) is a common and often debilitating symptom in breast cancer survivors. Since joint symptoms have been related to estrogen deprivation through the menopausal transition, we hypothesized that genetic polymorphisms in CYP19A1, the final enzyme in estrogen synthesis, may be associated with the occurrence of AIAA. METHODS: We performed a cross-sectional study of postmenopausal women with stage 0 to III breast cancer receiving adjuvant aromatase inhibitor (AI) therapy. Patient-reported AIAA was the primary outcome. DNA was genotyped for candidate CYP19A1 polymorphisms. Serum estrogen levels were evaluated by radioimmunoassay. Multivariate analyses were performed to examine associations between AIAA and genetic variants controlling for possible confounders. RESULTS: Among 390 Caucasian participants, 50.8% reported AIAA. Women carrying at least one 8-repeat allele had lower odds of AIAA (adjusted odds ratio (AOR) 0.41, 95% confidence interval (CI) 0.21 to 0.79, P = 0.008) after adjusting for demographic and clinical covariates. Estradiol and estrone were detectable in 47% and 86% of subjects on AIs, respectively. Although these post-AI levels were associated with multiple genotypes, they were not associated with AIAA. In multivariate analyses, women with more recent transition into menopause (less than five years) were significantly more likely to report AIAA than those greater than ten years post-menopause (AOR 3.31, 95% CI 1.72 to 6.39, P < 0.001). CONCLUSIONS: Functional polymorphism in CYP19A1 and time since menopause are associated with patient-reported AIAA, supporting the hypothesis that the host hormonal environment contributes to the pathophysiology of AAIA. Prospective investigation is needed to further delineate relationships between host genetics, changing estrogen levels and AIAA

Predicting Immoral Behavior

Moral behavior remains an unpredictable puzzle for psychological researchers; however, some success has been achieved recently by taking individuals\u27 personal moral philosophies into consideration. Writing in the Journal of Personality and Social Psychology in 1980, Forsyth argued that individual variations in approaches to moral judgment and behavior may be conceptualized in terms of two basic dimensions: relativism and idealism. First, while some personal moral codes emphasize the importance of universal ethical rules like Thou shalt not lie, others maintain a posture of relativism that skeptically rejects universal principles. Second, while a fundamental concern for the welfare of others lies at the heart of some individuals\u27 moral codes, others\u27 codes do not emphasize such humanitarian ideals. Individuals following the former code assume that we should avoid harming others, while the latter assume harm will sometimes be necessary to produce good

\u3cem\u3ePersonality and Social Psychology Connections\u3c/em\u3e is in Development Stage

When will technology, in all its varied forms both complicated and simple, begin to give back some of the minutes, hours, and days that it has stolen from us? Slogging through emails, developing online teaching materials for courses, readying a manuscript for online submission, searching for information on the web, formatting a survey so that it prints nicely, and navigating through digital libraries and journal article repositories wastes more time than a Dean’s introductory remarks at a meeting of the full faculty, the paperwork required by a detailed-oriented IRB, or an eighth-year students’ dissertation defense. Seeking to counter the trend towards time plundering technology, SPSP is planning to launch an internet resource that will provide members with access to the kinds of information they need to carry out their professional work: Personality and Social Psychology Connections (PSPC). Designed to complement existing web sites used by personality and social psychologists, this hybrid site would be part webbased magazine, part clearinghouse for resources, part mega-page for key links in the field, and part members-only online clubhouse. (The name “connections” is just the working name, and isn’t a particularly creative one at that. Connections is the name of the newsletter for dozens of organizations, including the NIH Institute on Aging, the American Society for Engineering Education, and the American Association of Colleges of Nursing. Perhaps contest is needed to come up with the best new name for the planned set of web resources.

Social Psychology\u27s Three Little Pigs

Three perspectives on the nature of scientific research are discussed allegorically: (1) basic science, or the study of theoretically meaningful hypotheses through rigorous research; (2) applied science, which focuses on practically significant problems; and (3) action research, which integrates elements of both basic and applied science. The allegory concludes by advocating the unification of basic and applied science

Group Dynamics: Seventh Edition

Learn how group dynamics theory applies in the real world with the help of this best seller. Group Dynamics, 7th Edition, covers all major theories and topics pertaining to group and team processes. Focus on what\u27s most important with clearly organized chapters and highlighted key points, and see how to apply concepts to actual groups through extended case studies -- one in every chapter. The author draws on examples from a range of disciplines including psychology, management, law, education, sociology, and political science to help you develop a deeper understanding of each topic that you\u27ll take with you beyond the classroom.https://scholarship.richmond.edu/bookshelf/1322/thumbnail.jp

Effective Group Meetings and Decision Making

Single individuals do much to advance the cause of peace, but much of the work - the decisions, advocacy, planning, and organizing - is handled by groups. In groups we pool our knowledge and abilities, give each other feedback, and tackle problems too overwhelming to face alone. Group members give us emotional and social support and can stimulate us to become more creative, insightful, and committed to our goals. When we work with others who share our values and goals, we often come to understand ourselves, and our objectives, more clearly. Not every group, however, realizes these positive consequences. Often we dread going to committee meetings, council sessions, and discussion groups. They waste valuable time as discussions get bogged down in side issues. Jokes about drawbacks abound; meetings are cul-de-sacs to which ideas are lured and then strangled, or sessions where people keep minutes and waste hours. But groups need not be time-wasting interpersonal traffic jams if members remain mindful of four key processes that can make or break groups: leading, communicating, resolving conflict, and solving problems

Reference Group

Any group, including general social groupings based on demographic similarities (e.g., race or culture), that individuals use as a basis for social comparison

Group Dynamics

Engagement-elevating activities used in a course such as group dynamics fall into two broad categories: topic-focused short-term activities and problem-focused, longer-term projects. Topic-focused activities are, in most cases, deliberate applications of a concept or process in a group-based experience and are typically tied to the content of the course in a direct way. For example, when students study group decision-making they may meet in small groups to make a series of decisions. Afterwards, they examine their group’s decisions, and gauge for themselves the extent to which their group reacted as theory and research would suggest. Problem-focused projects, in contrast, ask students to work in small groups over an extended period of time (i.e., weeks or months) on a group project. For example, students may be asked to develop a paper or a class presentation on a specific topic or conduct a research project under the guidance of the course instructor. Both types of activities can help the students gain detailed knowledge of the course topics, experience group processes first hand and perhaps even develop practical skill useful when working with others in groups. Both can falter, however, if the students never grasp the pedagogical purposes of the activities. Students often enjoy the active-learning, experiential phase, but then they fail to make the connection between the experience and the psychological concept (Forsyth, 2003). To help them make this connection, the instructor may need to add description, analysis, and application phases to complete the learning cycle. Students must not only experience the event but must also describe their experiences, tie their experiences back to course-related concepts and findings, and consider the personal and practical implications of the experiences. In consequence, at minimum, extensive discussion is needed following each activity, but ideally students should complete some type of written analysis that helps them translate their experience into psychological knowledge (Forsyth, 2003)