Re: [tips] A New Structure for APA? Practitioners May Know More

[Michael Palij]

On Thu, 08 Feb 2018 21:12:06 -0800,  Christopher Green wrote:
>Back in the 1990s, the APA wanted to start engaging directly in
>political lobbying, but such activities would not be legal under the
>APA's nonprofit charter, so it spun off a new organization with a
>different legal to do political lobbying on its behalf, the APAPO.

Interesting.  I was vaguely aware of something like this but given
that the Ivy League schools, many other schools at high and lower
levels of prestige (certain college/universities have powerful political
connections in certain states and areas, e.g., Utah) have lobbying
firms in D.C. working the "powers that be" to be supportive of specific
institutions, I guess I'm surprised that APA and APAPO had to be
created for lobbying purposes (is APAPO only a lobby firm or does
it have more general functions; I thought that the actual lobbying
was left to law firms, specialized politicos (e.g., like what Manafort
did for Russia and Turkey), and other specialists -- the administrations
of at least the colleges/universities could claim that they did not lobby
themselves though they might engage in fund raising (which would
pay for the lobbying).

>Clinicians, for whom most of the lobbying was done, had to pay a
>hefty extra fee, in addition to their APA membership fee, to support
>the APAPO.

For a large number of years (I've been a member of APA since the
early 1970, though going through on-off periods like when the APS
was formed (I'm supposed to be a charter member but I don't know
If I actually have any documentation on this point) I had something
I think was called a "practice surcharge" on my renewal form.  I'm
not sure when it exactly started but the first time I saw it I wondered
whether I had been charged in the past -- I omit paying for this charge.
I could not understand why APA thought I was a practioner or some
sort since my Ph.D. was in  experimental/cognitive psychology and
though I have been involved in psychiatric and clinical psychological
research, it was always as a data analyst and methodologist. Moreover,
I have been long term members of Division 1 (General), 2 (Teaching),
3 (Experimental), 5 (Statistics and Evaluation), and occasionally another
division (e.g., Div 52, International Psych) but never a clinical division.
I still get email news about the practice directorate thought I don\t know
why.

>This caused a ruckus in the early 2000s which led to a lawsuit, which
>APA settled out of court by paying millions of dollars back to the members
>who had paid the fees, without admitting any wrongdoing.

Wait,you mean APA was settling at the same time it was getting
involved in torture with the U.S. military and Marty Seligman?
It seems to me that the torture stuff would have taken up a lot
of legal resources.

>If you're interested in more detail, it is covered in my and Robin
>Cautin's December 2017 American Psychologist article about
>the history of the APA.

I think I may have seen this but in an email ToC from the APA.
I thought "Oh, so that's why Chris has been MIA on Tips."  I
should have a paper copy of AmPsych somewhere under my
papers and will try to find it (otherwise, I'll go through NYU
library). I haven't paid my APA dues for 2018 yet for a variety
of reasons and this development makes me wonder whether
these new actions would make membership more attractive or
not.  Unfortunately, even when dues have not been paid for a
relative long time (but less than a year) I still get a lot crap from
the APA in email and snail mail.

Anyway, thank you Chris for providing the info and I will locate
the article.

-Mike Palij
New York University
m...@nyu.edu

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[tips] A New Structure for APA? Practitioners May Know More

[Michael Palij]

One of the Divisions that thinks I am a member of it,
sent out the message below from Frank Worrell who
is a member of APA board of directors.  I'm not sure
what it all mean (I am also not sure why I keep receiving
practitioner relevant emails from APA since I have never
been a clinician, just an academic and a researcher).

Any practitioners on Tips know what is going on?

-Mike Palij
New York University
m...@nyu.edu


Note Town Hall Meetings:

Practitioner Town Hall Meeting, TODAY, February 8, 2018 at 7 p.m. ET.

To register, go to https://attendee.gotowebinar.com/register/
7788848400694268675


Scientist/Educator Town Hall Meeting, February 13 at 730 p.m. ET.

To register, go to https://attendee.gotowebinar.com/register/
6321832707915751939


Public Interest Town Hall Meeting, February 15 at 630 p.m. ET

To register, go to https://attendee.gotowebinar.com/register/
38998966431677699


*Dear Division 52 Members,I am not sure you have heard about this, but
there’s an interesting development at APA that seems to be beneficial to
the field at large.  APA is requesting public comment, so please take the
chance to have your voice heard, whether you agree or disagree with this
change*

*Here’s the proposal: *

Some of you may know that APA has a companion organization (referred to as
APAPO) that is a C6 organization (can engage in *unlimited *lobbying)
focused on lobbying for practitioner needs, *and a limited set of education
issues*, that was distinct from regular APA (a non-profit C3
organization*).  APA
recognizes now that having the C6 organization focus almost exclusively on
practice activities limits the degree to which APA can engage in lobbying* on
behalf of science, education, and public interest issues as well (which is
perhaps needed now more than ever in this very troubling political
climate!).  Thus, APA is proposing to expand the scope of this separate
organization (and rename it APAIP) to now also include advocacy in all
areas of psychology, including lobbying for more science funds!

The good news is that the new version of this advocacy organization will
not cost members more – APA wants to use member dues such that everyone is
automatically joining both organizations for the same price as it used to
cost for joining just the regular (C3) APA.  This means no more “practice
assessment.”  Also, all dues will remain flat for at least the next three
years.

There’s a useful slide deck (http://psyciq.apa.org/wp-
content/uploads/2018/01/PublicSlidesFinal.pdf) for more info.  As you can
imagine, there are a lot of opinions about this change.  So, please speak
up!  I think it is a great step to include advocacy for the field in a much
broader and inclusive way than was done in the past, including for
education and science issues!  This change could be significant because
advocacy is something APA does well, and they have the power to actually
make a difference on a variety of issues (like NIMH funding levels, funds
for training grad students, etc.).

To offer an opinion, please visit the public comment site at the following
url: (http://www.surveygizmo.com/s3/4139840/PublicMemberComments) – it just
takes a second, and it will be important for APA to hear whether this is
something you want or not.  This site also has links for frequently asked
questions and a webinar if you want more information about the proposed
change.

Also, if you have any comments for me directly that you want me to know
about, please email me directly at fra...@berkeley.edu.

Frank C. Worrell, Ph.D.
Member-at-Large
APA Board of Directors

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RE: [tips] If You Have Republican Students, Teach Them The Difference between Science and Ideology

[Wuensch, Karl Louis]

  I would also like to see breakdown by major or degree.  Education in 
Business might steer folks in different directions than education in Biology, 
for example.

Cheers,
[Karl L. Wuensch]
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: Wednesday, February 07, 2018 10:09 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] If You Have Republican Students, Teach Them The Difference 
between Science and Ideology



Hi

Just higher education is too coarse a metric. Would be nice to see breakdown by 
major or degree.

Also, highly educated Republican may be an increasingly rare creature? So 
perhaps something of an anomaly.

Take care
Jim



Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
www.uwinnipeg.ca/~clark


From: Michael Palij [mailto:m...@nyu.edu]
Sent: February-07-18 8:31 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] If You Have Republican Students, Teach Them The Difference 
between Science and Ideology



Because it appears that as Republicans get more education,
the less they rely upon science on issues like climate change
and more on what political elites tell them to believe.  Democrats
learn not to trust political elites and rely more on scientific
evidence -- there's a dissertation in there -- which validates
higher education at least for a portion of the population. I don't
know what independents do.  What is the basis for these statements?
A NY Times article based on Gallup survey research on attitudes;
see:
https://www.nytimes.com/interactive/2017/11/14/upshot/climate-change-by-education.html?em_pos=medium=edit_up_20180207=upshot_art=7=389166=headline=1
To show how reliance on ideology can really screw things up,
it might be useful to start out with the example of Lysenkoism (see:
https://en.wikipedia.org/wiki/Lysenkoism ) but, because its about Russia,
Young Republicans might believe that Lysenkoism is the correct view.
So, critical thinking might be a great thing to teach but certain types
of political ideology might be resistant to it.  Then you might want to
shift gears and ask when is it appropriate to submit to unjust or
ignorant authorities?  Then spring this:
https://bible.org/seriespage/10-submission-authorities-1-peter-213-25
Next, cover cost-benefit analysis.  Ask why would one accepts
costs over benefits IF one is not being altruistic.
-Mike Palij
New York University
m...@nyu.edu

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[tips] Random Thought: Think "Naked"

[Louis Eugene Schmier]

Been off the grid for a while.  Maybe it’s a combination of the colder 
than normal winter blahs, lots of holiday travel,  futile struggling to rescue 
my freeze ravaged tropical koi garden, just not being in the mood, or whatever. 
 Anyway, no, this isn’t a porn piece.  It’s about a student I’ll call John whom 
I chanced to meet in mid-December and about whom my memory has  gotten jogged 
over and over the past couple of months.   The first nudge was reading about 
Pope Francis’ New Year Eve homily, a description of “artisans of the common 
good” in a January David Brooks Oped piece.  What a beautiful phrase to 
describe people who openly express love, who are constantly making the moral 
decision to care, who are attentive and kind to others, who assist others on 
their way.   “Artisans of the common good.”  There’s a great description, I 
thought, that should sum up our mission as teachers.  And, I thought of John.  
I got another memory jolt about John when I came across something that Martin 
Luther King has said.  To paraphrase him, we become those “artisans of the 
common good” by merging faith, hope, love, and authority; that the exercise of 
authority’s power is at its best when we engage in kindly and caring acts of 
faith, hope, and love.  Then, just before Superbowl Sunday, I read a statement 
by Jack Easterby, the New England Patriots, official character coach.  “I just 
think that love wins,” he said at a news conference. "Communication with others 
wins. Servanthood wins.”And, there before my mind’s eye jumped my 
conversation with John.  And finally, I just read a statement by Parker Palmer. 
 No punishment anyone can lay on another, he wrote, could be greater than the 
punishment we lay on ourselves by conspiring in our own diminishment.  And, any 
time we refuse to so conspire, we take a step towards “the good, the true, the 
just, and the beautiful.”  And, John once again popped up before my eyes. 

So, to John.  John was in class just before I retired at the end of 
2012.  I hadn’t seen him in quite a while until one morning when I was on the 
last mile of my morning walk in mid December.  I went out later than usual for 
that morning walk, it  had been harder than usual.  Concentrating  to put each 
leadened step, ahead of the other, I nearly “walked down” a person who was 
coming at me.  At the last minute, I turned my shoulders so as not to hit him.  
I passed him.  Then, I heard from behind a jolting yell from a familiar voice, 
“Dr Schmier.”  I stop, turned, and there he was, John, smiling.  It must have 
been two years since we had one of our regular talks over the deli counter of a 
local grocery store where he had worked to earn tuition.   Jolted out from my 
mobile doldrums, I rushed back.  Smiling,  we shook hands.  We hugged.  Then we 
talked.  

“Haven’t seen you at the deli counter for a while.  I thought you have 
left Valdosta.”

“I quite that job and went into construction…I decided I wanted to be 
an engineer….I worked and went to school on and off….Even got internships in 
construction….”  Then,  he added with a smile,  “….and always thinking 
‘naked.’”  

I just stood there for moment. Stunned.  Paralyzed.  A broad 
understanding smile formed on my face.  “After all these years,” I thought.

“Yeah,” he smiled as if he could read my thoughts.  “All these years 
it’s gotten me over a bunch of down times.”

“You know you cost me $125.”

“Yeah, but it was worth it, wasn’t it?”

“Yeah.  It sure was.  Best money I ever spent.” 

I have to back up.  How shall I describe John when I first met him?  As 
I greeted him at the door on the first day of class, I could see in his eyes 
that he entering the classroom conspiring in the belief that he was one of 
those “awful.”   His body language spoke of low expectations.  From reading the 
answers to his biographical interview, I saw how he accepted that he was one of 
those “don’t belongs.”  His daily journal entries showed that he accepted that 
this past grades were accurate predictors of his future, that he was a 
tarnished  “they're letting anyone in nowadays.”  He entered as a sullenly 
answered and accepting “I am” rather than a curiously questioning “Who can I 
become.”  He had accepted a degrading character assigned to him by others, 
especially by family and high school teachers.  He didn’t get to choose.  He 
was denigratingly objectified.  Unheard.  Unnoticed.  His high school grades 
were made into more an expression of his unworthiness of attention by others, 
more of who he was, rather than who he could become.  He had not been seen for 
who he truly was beneath his transcript and, much more importantly, appreciated 
for who he truly was.  And, that had made it easier for others to not invest 
themselves in him, not to champion him,  and to dismiss him as one of those who 
was “watering down education.”  Why not?  After