The Psychology Program at Emory & Henry provides students with a scientific understanding of human thought and behavior and encourages them to make practical applications to the challenges of everyday living. Building on the principles of effective instruction, students are taught in small classes with frequent opportunities for discussion and hands-on experiences. Drawing from their research and clinical experiences, professors provide practical examples of the principles being taught in the classroom. In turn, students participate in learning experiences that allow application of their classroom instruction.
For example, students conduct simulated clinical interviews and counseling sessions in therapy-related courses. Additionally, other courses provide our majors with the opportunity to work with children at various developmental levels, train animals to conduct tasks using different learning principles, and even visit other countries to explore the influence of culture on human behavior. Furthermore, all students design, conduct, and present their own research projects, increasing confidence in their professional development. Our emphasis on the application of psychological skills prepares students for graduate school and employment.
The ultimate goal of our program is to provide a strong educational foundation to prepare students for a wide variety of career options. We offer both B.A. and B.S. degrees. While the required psychology course work does not differ significantly between the degree options, the supporting course work for each degree option is designed to facilitate a different set of career objectives. In the tradition of a liberal arts degree, the B.A. offers students a wider course selection which better prepares them to enter the workforce or to pursue graduate level training. On the other hand, the supporting course work for the B.S. is more heavily weighted in the natural sciences and is designed more specifically to prepare students for graduate study in experimental psychology or medical school.
Students have many opportunities to enhance their understanding of psychology and to focus their career interests. First, the psychology faculty encourages students to assist with ongoing faculty research projects. For students who participate, this opportunity offers firsthand experience with the research process early in their academic careers and helps them to identify their research preferences.
Among the more tangible benefits is the potential to gain regional and national exposure as an up-and-coming scientist by presenting data at professional meetings and publishing the data in scientific journals.
Some recent publications by faculty and/or students include the following:
Blaney, P.H. (2009). Paranoid and delusional disorders. In P.H. Blaney & T. Millon (eds.) Oxford Textbook of Psychopathology (2nd ed.). New York: Oxford University Press.
Lawler-Row, K.A. & Reed, K.A. (2007). Forgiveness and Health in Women, In W. Malcolm, M. DeCourville, & K. Belicki (eds.), Women’s Perspectives on Forgiveness and Reconciliation: The Complexities of Restoring Power and Connection. Routledge, New York.
Gaia, A.C. (2002). Understanding Emotional Intimacy: A review of Conceptualization, Assessment, and the Role of Gender. International Social Science Review, 77, 151-170.
Many students conduct independent research projects during their junior or senior years. Most of these projects lead to professional presentations at regional, national, or international conferences. Some recent senior projects have led to the following conferences presentations: The Role of Corporal Punishment and Family Dynamics in College Students’ Academic Integrity, presented at the annual meeting of the Southeastern Psychological Association in New Orleans; Predicting Early School Success: An Assessment of Two New Scales, presented at the annual meeting of the American Psychological Association; and Sexual Prejudice and Physiological Responses to Viewing Male Homosexual Couples as Measured by Mood and Cardiovascular Responsivity, presented to the annual meeting of the Society of Southeastern Social Psychologists at Duke University.
Additionally, internships give students professional experience in the field. Internship locations include centers for domestic violence, child development centers, crisis centers, local schools, and a psychiatric hospital.
The department also sponsors a chapter of Psi Chi, the National Honor Society in Psychology, and many students are active in the Psychology Club.
Many of Emory & Henry’s Psychology Department graduates work in a variety of mental health and human services professions. Others have gone on to careers in related fields such as criminal justice, law, and business. The ability of students to move quickly into employment or graduate school attests to the strength of our program. Here we have highlighted the achievements of some of our recent alumni.
Corey Burchett, ‘10, pursuing M.S. in psychology, Augusta State University.
Julie Looney, ‘09, school counselor, St. Anne Catholic School, Bristol, Va., and pursuing Ed.S. at Old Dominion University.
Maggie Monk, ‘09, pursuing M.S. in counseling and clinical health psychology, Philadelphia College of Osteopathic Medicine.
Jaime Roy, ‘09, taught ESL in China 2009-2010, pursuing M.S.P.A. as a physician assistant, Mountain State University.
Lance Reasbeck, ‘08, children’s counselor, Family Preservation Services, Abingdon, Va.
Katie Reynolds, M.S.P, ‘08, speech pathologist, Doby’s Mill Elementary and Camden High School, Lexington, S.C.
David Bull, ‘07, pursing a doctoral degree in clinical psychology, Xavier University of Cincinnati.
Rebecca Madill, ‘07, pursuing a doctoral degree in developmental psychology, Pennsylvania State University.
Patrick Carmody, ‘06, pursuing a doctoral degree in experimental psychology, University of Tennessee, Knoxville.
Elizabeth Hackett, ‘05, clinical social worker, Chicago, Ill.; M.S.W., Loyola University at Chicago.
Rachel Dunne, ’04, working in public policy in Ann Arbor, Mich., M.A., international public policy, University of Michigan, Ann Arbor.
Ashlyn Gollehon, ’04, pursuing doctoral degree in social psychology, University of North Carolina at Greensboro.
Marion Young, ’03, pursuing doctoral degree in developmental psychology, West Virginia University.
A. Celeste Gaia, email@example.com
Ph.D., University of Tennessee, Knoxville
Professional interests: Experimental social psychology with primary research in gender, interpersonal relationships, and cross-cultural psychology. Recent research examines the role of gender in social expectations for the expression of intimacy.
Paul Blaney, firstname.lastname@example.org
Ph.D., University of Minnesota
Professional interests: Clinical psychology, abnormal psychology and psychological testing. Recent research has been in the area of paranoid and delusional disorders. Editor of Oxford Textbook of Psychopathology (2nd ed.)
Kimberly Reed, email@example.com
Ph.D., University of Tennessee, Knoxville
Professional interests: Experimental health psychology with primary research in positive psychology. Recent research has examined the role of spirituality and forgiveness in health, focusing on blood pressure and cortisol reactivity.
R. Christopher Qualls, firstname.lastname@example.org
Ph.D., University of Memphis
Professional interests: Licensed ClinicalPsychologist; child and adolescent psychopathology. Recent publications: “Psychotherapy with Children,” “Anorexia and Bulimia Nervosa,” and “Bedwetting,” chapters in Salem Health: Psychology and Mental Health