Current Issue

Volume 1

Articles in this Edition

Title Table of Contents
Journal Edition
Abstract Innovation in Psychology is a publication of the University of Guelph-Humber, Psychology program. Innovation in Psychology is an open access, peer reviewed journal that publishes empirical and theoretical papers on all aspects of psychology.
File TOCIIPJan5-2018_01_30__14-06-00.pdf
Title Editorial
Journal Edition
Abstract Welcome
Keywords Welcome
Authors Masood Zangeneh
File Editorial-2018_01_30__14-15-11.pdf
Title Welcome
Journal Edition
Abstract The University of Guelph-Humber and the UofGH Psychology program are very pleased to host the new psychology journal: Innovation in Psychology. This is a project that has been several years in the making. We offer our appreciation and congratulations to Dr. Masood Zangeneh and all those who made the realization of this endeavor possible. Furthermore, we would like to take this opportunity to welcome the journal’s staff, editorial board, contributors and readers to the University of Guelph-Humber.
Keywords Welcome
Authors John Walsh, David Danto
File Welcome-2018_01_29__18-18-35.pdf
Title Intimate Partner Violence and Suicidal Behavior: Mediating Roles of Forgiveness and Depression
Journal Edition
Abstract Objectives: Suicide is a significant public health concern, and collegiate and low socioeconomic status (SES) groups may be at particular risk. Further, persons experiencing interpersonal or intimate partner violence (IPV) have particular vulnerability to suicide, perhaps as a result of damage to the ability to forgive, and consequent negative impact on mood. However, these interrelations have not been previously examined. Methods: We conducted serial mediation analyses to examine the indirect effect of IPV on suicidal behavior via forgiveness and depression. Our collegiate sample comprised 913 students and our low SES community sample comprised 100 primary care patients; both samples were primarily White and female. Both samples completed measures of IPV, depression, forgiveness, and suicidal behavior. Bivariate correlations and serial mediation analyses were conducted. Results: In bivariate analyses, within both samples, IPV, depression, and suicidal behavior were all positively correlated. Forgiveness was negatively correlated with IPV, depressive symptoms, and suicidal behavior. At the multivariate level, in the collegiate sample, a serial mediating effect was found between IPV and suicidal behavior, with forgiveness and depression as serial mediators. Within the community sample, an indirect only-effect between forgiveness and depressive symptoms was found. Conclusions: Our results indicate that IPV is related to decreased forgiveness and increased depression and, in turn, to greater engagement in suicidal behavior. Implications: Our results may have clinical implications. Simultaneously addressing depressive symptoms, perhaps via Cognitive Behavioral Therapy, and bolstering forgiveness, perhaps via REACH therapy, may reduce risk of suicidal behaviors among persons who have experienced interpersonal violence.
Keywords Interpersonal Violence; Suicide; Depression; College Students; Primary Care; Forgiveness
Authors Mariah Montgomery, Alexis Turner, Jessica McKinney, Andrea Kaniuka, Byron Brooks, Jon R. Webb, Jameson K. Hirsch
File IPVJan5-2018_01_29__18-20-29.pdf
Title No Separation: Community and Non-Dual Psychology
Journal Edition
Abstract This article looks at the importance of non-dual psychology and its integration into the community. The hypothesis of this paper states that addiction to a separate self-identity creates conflict in community. This type of dualism is first explored throughmodern history and then how it continues to impact society today. The authors discuss how addiction to a separate self can cause immense suffering by establishing a firm “I” and “Other” relationship. Secondly, the destructive impact of separateness is discussed, and is highlighted through the relationship between narcissism and the fear of death. Lastly, case studies of non-dual communities are explored to illustrate their importance in bringing about no-self or present-moment awareness. Each community expresses itself differently; however, their foundations are based on the understanding of a separate self-identity, and emphasizes the importance of non-dual awareness in each moment. They underline the significant themes of a psychological death, narcissistic patterns, and the importance of experiencing present-moment awareness in community.
Keywords Separate-Self, Addiction, Non-dual psychology, Community, Individual, Narcissism, Death, Present-moment awareness
Authors David Reid, Trent Leighton
File CommunityNonDualityJan5-2018_01_29__18-55-49.pdf
Title Impact of Missile Attacks on Israeli Youth Health and Well-Being
Journal Edition
Abstract Negative implications of exposure to violence on the health and well-being of youth have been observed and studied both throughout the globe and in Israel in particular. Adolescents in western Negev have been exposed to such violence from missile attacks for over a decade. Nevertheless, implications of such prolonged exposure have not been fully studied. Objective: To investigate implications of exposure to intense periods of missile attack on the health and well-being of adolescents in the town of Ofakim in western Negev, Israel’s southern region bordering Gaza. Methods: A focus group was conducted among youth in Ofakim following the Israeli Defense Forces’ (IDF) response "Protective Edge" to continued attacks from July to August in 2014. Results: Focus group participants reported high levels of stress during the operation that resulted in an increase of tobacco use (e.g. nargila and cigarette smoking) as well as significant changes in eating and sleeping patterns. The Ofakim resilience center served as a shelter for participants, providing them with both physical and emotional comfort. The existence of such a "shelter" made a significant contribution to adolescents' resilience. Exposure to violence has a significant impact on the health and well-being of young people. A secure, receptive facility that provides trust and support can serve as an important moderator of the negative implications of stressful conditions that young people endure during violent and emergency conditions. From the results reported in this article, further research is needed to fully assess implications of long term effects of stress conditions on youth in western Negev as well as to evaluate the impact of the resilience center on the youth and other residents of Ofakim.
Keywords Well-being; youth; trauma; resilience
Authors Itay Pruginin, Inbal Berman
File Impact-2018_01_29__18-57-23.pdf
Title Teacher Nonverbal Immediacy and Student Perceived Learning: The Mediating Role of Student Emotional Experiences
Journal Edition
Abstract Educational psychologists are increasingly recognizing the influence of emotions on student learning outcomes. Research suggests that positive emotions help facilitate the processing and retention of information, encouraging approach behaviours that increase student learning. Online surveys from 131 students at the University of Guelph-Humber were used to explore: the direct and indirect relationships between teacher nonverbal immediacy (TNI); student emotional experiences of enjoyment, hope, pride, anger, anxiety, hopelessness, shame, and boredom in the classroom; and student perceived learning. Three validated questionnaires, the Perceived Nonverbal Immediacy Behaviour Scale, Achievement Emotions Questionnaire, and Revised Learning Indicators Scale were used to measure each variable respectively. Bias-corrected bootstrap confidence intervals were used as a modern, computationally-intensive mediation analysis with the capacity to control type I error rates while providing increased statistical power over more traditional analyses. Results demonstrated that TNI significantly predicted student emotional experiences during lectures for all participants, though TNI only had a significant indirect effect on student perceived learning for female students. These findings suggest teacher communication behaviours influence students’ perceptions of learning by altering their emotional experiences within the classroom.
Keywords Teacher; student; Nonverbal Immediacy; Perceived Learning; Emotional Experience
Authors Chris Barron
File TNIThesisJan5-2018_01_29__19-01-41.pdf
Title The Unspoken Talk: An Interpretative Phenomenological Analysis of Undergraduate Students' Self-Talk and how it Influences their Academic Experience
Journal Edition
Abstract Self talk, which is defined as internal dialogue for the purpose of interpreting one’s feelings, regulating and changing evaluations of those feelings, and providing oneself with instructions, reinforcement, and criticisms based on those evaluations, is a phenomenon that is a topic researched across many fields of psychology for a variety of reasons. The purpose of the current study is to help fill the gaps in current literature by conducting a qualitative study using interpretative phenomenological analysis (IPA) in order to answer the following research question: how does self-talk among undergraduate university students influence or affect their academic experience? Method: Participants were asked to provide rich and thorough descriptions of their experiences with self-talk during semi-structured interviews that were then transcribed and analyzed using IPA thematic analysis. Results: Results unveiled commonalities across all transcripts depicted through the emergence of four superordinate themes: (1) the purposes of self-talk, (2) the factors that influence self-talk in university, (3) the cyclical nature of self-talk, and (4) the effect of self-talk in university. Conclusion and Implications: Through the emergence of four common superordinate themes, the results remained consistent with current literature and suggest that the use of undergraduate students’ self-talk in university does affect their academic experience to a degree. The results also suggest that areas for future research should center on the cyclical nature of self-talk as well as the ability of students to make connections between their self-talk and its influence on their academic experiences in order to encourage meta-learning.
Keywords self-talk, academic experience, interpretative phenomenological analysis
Authors Courtney Rende
File QualitativeJan5-2018_01_29__19-09-22.pdf
Title Patient Oriented Research: An Approach to Advancing the Addictions Arena
Journal Edition
Abstract With the rising prevalence of substance abuse and overdoses across Canada, there is an ever-present need to address this growing trend. However, there is a knowledge to action barrier of putting evidence based research into practice in the Canadian Health Care System. Patient Oriented Research is an opportunity to close this gap by having patients involved as partners. This paradigm benefits patients, as they are able to further contribute to their own treatment and health care, and professionals, as they can focus their research and practice based on the account of the patient’s experience. Valuing patients as experts in their own experience can improve the standard of care, create better continuity of care, and add to current knowledge of sustainable strategies for long term suppression of substance abuse.
Keywords Addiction, Health Care, Patient Oriented, Canada.
Authors Carson McPherson, Holly Boyne
File PatientOrientedResearchJan5-2018_01_29__19-11-10.pdf
Title Post-Secondary Student Resilience: An Annotated Bibliography
Journal Edition
Abstract Abstract
Keywords Keyword
Authors Holly Boyne
File AnnotatedBibliography-2018_01_29__19-13-26.pdf