Psychology

Head: Heather M. Beauchamp

Administrative Assistant: Mollie A Mayette

Visit Site

Name	Contact Information
Heather M. Beauchamp Chair, Professor Psychology Heather M. Beauchamp Chair, Professor Psychology Flagg Hall 224 beauchhm@potsdam.edu TEL: (315) 267-2017 Awards President's Award for Excellence in Teaching (2016) Nontraditional Students Organization Appreciation Award, SUNY Potsdam (2003) Top 10 nomination for Phi Eta Sigma Professor of the Year (1999) Research & Other Interests I have many interests (e.g., modality effects and false memories using the DRM paradigm, enhancing divergent thinking in the classroom, change blindness, and how twins influence each other's socialization). Campus & Other Service Positions Psychology Department Faculty Selected Publications Beauchamp, H. M., & Brooks, L. J. Jr. (2003). The perceptions, policy and practice of educating twins: A review. Psychology in the Schools, 40, 429-439.* This article was referenced in a cover story for the New York Times (Bellafante, G., 2006, Feb., 24). Born together, raised together, so why not in classroom, too? New York Times, A1, A20. Newman, J., Beauchamp, H. M., Latimer, B. C., & Chin-Cheng, K. (2003). Developmental understanding of means-end contingencies: Effect of familiarity of contingency content. British Journal of Developmental Psychology, 21, 527-542. Beauchamp, H. M. (2002). Aural, visual, and pictorial formats in false recall. Psychological Reports, 91, 941-951. Selected Conference Presentations* Beauchamp, H. M., & Barkau, M. (2004, August). Are maternal perceptions of twins interactions different from videotaped observations? Poster presented at the American Psychological Association, Honolulu, Hawaii. Beauchamp, H. M., & Brooks, L. (2002, March). Stimulus format effects on false memories. Poster presented at the Potsdam Learning & Research Fair. Williams, R., & Beauchamp, H. M. (2000, March). An exploratory approach to memory systems and neuropsychological assessment. Poster presented at the Eastern Psychological Association, Baltimore, MD. More Info	beauchhm@potsdam.edu TEL: (315) 267-2017
Janine L Boland Adjunct Instructor Psychology Janine L Boland Adjunct Instructor Psychology bolandjl@potsdam.edu More Info	bolandjl@potsdam.edu
Karen M Davis Visiting Assistant Professor Psychology Karen M Davis Visiting Assistant Professor Psychology Flagg Hall 155 daviskm@potsdam.edu TEL: (315) 267-4826 More Info	daviskm@potsdam.edu TEL: (315) 267-4826
James W Fryer Associate Professor Psychology James W Fryer Associate Professor Psychology Flagg Hall 157 fryerjw@potsdam.edu TEL: (315) 267-2015 View CV Education Ph.D., Social/Personality Psychology, University of Rochester Awards St. Lawrence University Greek Council, Faculty of the Year, 2011 SUNY Potsdam, Phi Eta Sigma Honor Society, Favorite Faculty of the Year (top five), 2009 University of Rochester, Helen and Vincent Nowlis Award for Excellence in Teaching and Mentoring, 2007 Research Interests My primary line of research centers on various aspects of achievement motivation. Most of my recent work has looked at patterns and mechanisms of achievement goal stability and change, with the aim of explicitly integrating the dynamic aspect of classic achievement motivation theory into the modern achievement goal approach. Repeated competence information may be particularly relevant to students making the transition from elementary school to middle school. The challenges of the middle school transition are likely to have an effect on the achievement goals that students choose, which can have a substantial effect on how successfully the student navigates this transition. Achievement goals also depend heavily on other influences within the environment and within the person. Some of my previous work has examined the contextual factors that are important in forming perceptions of classroom context. I've been able to take research assistants into middle schools and high schools to code the physical structure of the classrooms, to provide an objective identification of the classroom goal structure, separate from the students' subjective assessments. Motive dispositions, such as fear of failure and need for achievement, are also very important antecedents of achievement goals. These motives are thought to be passed along from our environments, especially our parents. To look at the socialization processes associated with this intergenerational transmission, I've worked with many undergraduate research assistants on the coding of child drawings, videotaped mother-child interactions, and Thematic Apperception Test (TAT) stories. It is also important to consider the reasons behind the endorsement of achievement goals. For example, the same questionnaire item may be given identical ratings by different individuals, but the interpretation of the item can be vastly different. I've begun by combining qualitative and quantitative approaches to examine the reasons individuals adopt achievement goals, as well as the effects of the goal-reason interactions on relevant achievement outcomes. I've been able to work with several undergraduates in developing coding schemes and working with free-response data. Recently, my colleagues and I have started extending my work on achievement goals into health-related thoughts and behaviors. We all use various sources of information to determine how healthy we are, and differences in the usage of these sources of information are likely associated with differences in health behaviors, wellness outcomes, and thoughts about the self. I'm also very interested in how we develop identity and create meaning through the construction of personal narratives, or life stories. Life stories consist of several episodes, or "scenes," that help individuals convey information about themselves beyond simple autobiographical facts. These episodes are not necessarily experienced as significant components of the life story as they occur, nor are the scenes necessarily important in an objective sense. Rather, construction of a personal narrative occurs largely through subjective interpretations, and in doing so, provides our stories with a sense of coherence. Some of my previous work has focused on how themes of redemption and contamination are used in turning point and peak experience scenes, and how these relate to outcomes such as revelation and need satisfaction. Selected Publications Thrash, T. M., Maruskin, L. A., Cassidy, S. E., Fryer, J. W., & Ryan, R. M. (2010). Mediating between the muse and the masses: Inspiration and the actualization of creative ideas. Journal of Personality and Social Psychology, 98, 469-487. Elliot, A. J., & Fryer, J. W. (2008). The goal construct in psychology. In J. Shah & W. Gardner (Eds.), Handbook of Motivational Science (pp. 235-250). New York: Guilford Press. Fryer, J. W., & Elliot, A. J. (2007). Stability and change in achievement goals. Journal of Educational Psychology, 99, 700-714. Fryer, J. W., & Elliot, A. J. (2007). Self-regulation of achievement goal pursuit. In D. Schunk & B. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications (pp. 53-76). Hillsdale, NJ: Lawrence Erlbaum Associates. Selected Conference Presentations Fryer, J. W., & Patnode, K. (2012, January). Staring into the waters at the Jersey Shore: Examining the foundations of narcissistic behaviors. Poster session presented at the annual meeting of the Society of Personality and Social Psychology, San Diego, CA. O'Loughlin, R. E., & Fryer, J. W. (2012, January). Further validation a 2 x 2 measure of health-related goals. Poster session presented at the annual meeting of the Society of Personality and Social Psychology, San Diego, CA. Fryer, J. W., & Elliot, A. J. (2011, June). Stability and change in achievement goals across the middle school transition. Paper presented at the Sixth SELF Biennial International Conference, Quebec City, QC, Canada. Fryer, J. W., & Elliot, A. J. (2011, January). The dynamics of achievement: Repeated competence-relevant events and patterns of achievement goal stability and change. Paper presented at the annual meeting of the Society of Personality and Social Psychology, San Antonio, TX. O'Loughlin, R. E., & Fryer, J. W. (2011, January). Developing a 2 x 2 measure of goals for health behaviors. Poster presented to the annual meeting of the Society of Personality and Social Psychology, San Antonio, TX. Fryer, J. W., & Elliot, A. J. (2010, April). Intraindividual stability in achievement goals across the middle school transition. Poster session presented at the annual meeting of the American Educational Research Association, Denver, CO. Fryer, J. W., Elliot, A. J., & Law, W. (2010, March). Classroom context, achievement goal stability, and academic performance. Invited talk; University of Maryland, Department of Human Development; College Park, MD. Fryer, J. W., & Elliot, A. J. (2010, January). Achievement goals and self-handicapping excuses. Poster session presented at the annual meeting of the Society of Personality and Social Psychology, Las Vegas, NV. Fryer, J. W., Elliot, A. J., & Law, W. (2009, April). The effect of classroom context on achievement goal stability and change. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA. Fryer, J. W., & Elliot, A. J. (2009, February). The role of goal valence and goal abstraction on subjective well-being: A personal goals analysis. Poster session presented at the annual meeting of the Society of Personality and Social Psychology, Tampa, FL. Fryer, J. W. (2008, March). Motivating self-regulated learners: Theory, research and applications. Panel presented at the annual meeting of the American Educational Research Association, New York, NY. Fryer, J. W., & Elliot, A. J. (2008, March). Resilience and vulnerability of achievement goals. Paper presented at the annual meeting of the American Educational Research Association, New York, NY. Fryer, J. W., & Elliot, A. J. (2008, February). When to persist and when to desist: Predictors of intraindividual stability in achievement goals. Poster session presented at the annual meeting of the Society of Personality and Social Psychology, Albuquerque, NM. Fryer, J. W., & Thrash, T. M. (2007, May). Personal growth, revelation, and need satisfaction in life story episodes. Poster session presented at the Third International Conference on Self-Determination Theory, Toronto, ON, Canada. Fryer, J. W., Zahn, I., & Elliot, A. J. (2007, April). The reasons behind achievement goal endorsement: A qualitative analysis. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. More Info	fryerjw@potsdam.edu TEL: (315) 267-2015
Robert A. Hinckley Assistant Dean for Academic Programs and Curriculum Psychology, School of Arts & Sciences, Politics Robert A. Hinckley Assistant Dean for Academic Programs and Curriculum Psychology School of Arts & Sciences Politics Carson Hall 210 Satterlee Hall 309C hincklra@potsdam.edu TEL: (315) 267-2230 More Info	hincklra@potsdam.edu TEL: (315) 267-2230
Desiree A LeBoeuf Adjunct Instructor Psychology Desiree A LeBoeuf Adjunct Instructor Psychology leboeuda@potsdam.edu More Info	leboeuda@potsdam.edu
Mollie A Mayette Administrative Assistant 1 Politics, Interdisciplinary Studies, Theatre and Dance, Psychology, Art, School of Arts & Sciences, Philosophy, Women's and Gender Studies Program, Sociology & Criminal Justice, History, English Mollie A Mayette Administrative Assistant 1 Politics Interdisciplinary Studies Theatre and Dance Psychology Art School of Arts & Sciences Philosophy Women's and Gender Studies Program Sociology & Criminal Justice History English Morey Hall 102 mayettma@potsdam.edu TEL: (315) 267-2295 More Info	mayettma@potsdam.edu TEL: (315) 267-2295
John A Mills Visiting Assistant Professor Psychology John A Mills Visiting Assistant Professor Psychology Flagg Hall 227 millsja@potsdam.edu TEL: (315) 267-2615 Board Certified in Counseling Psychology, American Board of Professional Psychology #4485 (8/1994) Registrant #44305, National Register of Health Service Psychologists (4/1997) New York Psychologist License #023647-01 Pennsylvania Psychologist License #PS-005403-L Interests Clinical Training and Supervision, Psychology of Music Education Ph. D., Counseling Psychology (11/1987) State University of New York at Buffalo Training Certificate, Pittsburgh Psychoanalytic Institute (12/1997) Doctoral Studies, Counseling (8/1983 - 8/1984) Purdue University M. Ed., College Counseling/Student Personnel Administration (6/1980) University of Delaware B.A., with Distinction in Psychology (6/1978) University of Delaware M.S., Exercise Science (8/2003) Indiana University of Pennsylvania B.A., Music (5/2020: Euphonium) Indiana University of Pennsylvania M.A., Music Performance (5/2022: Euphonium/Tuba) Indiana University of Pennsylvania Prior Appointments Professor of Psychology, August, 2006 - June, 2022, Indiana University of Pennsylvania Independent Practice Psychologist, part-time, June, 1989 - June, 2022 Counseling Center Faculty Psychologist, August, 1987 - August, 2006, Indiana University of Pennsylvania Substance Abuse Therapeutics Supervisor, 1988 - 2001 Selected Professional works Volk, K., Mehr, K., & Mills, J.A. (submitted for publication). Big Five Personality Traits and Fear of Compassion. Mills, J. A. (2021, December). Ethical and Interpersonal dimensions unique to Clinical Supervision. Professional continuing education presentation for Hudson Valley Professional Development (3 hours). Slattery, J.M. & Knauss, L. K., Gavazzi, J. (2021). Ethics in action: Another Perspective on a Client Selling His Medication. Pennsylvania Psychologist, in press. [referenced discussant] Rajan, N., Broadnax, D. & Mills, J. A. (2021). Bigotry hurts, but it is not a distinct mental illness syndrome. Pennsylvania Psychologist, 81 (6), 11-12. Meil, W. & Mills, J. A. (co-eds.) (2021). Addictions - Diagnosis and Treatment. IntechOpen. ISBN 978-1-83968-633-7 Mills, J.A. & Krizner, M. (2021). Supervision of Substance Abuse Therapeutics Emphasizing the Discrimination Model of Supervision and Motivational Interview Practices. In W. Meil and J. Mills (Eds.) Addictions - Diagnosis and Treatment. IntechOpen. Comnick, I., Meil, W.M., Berman, M., Morgan, E., Frazier, R., Farrell, W., Mills, J. (2018). Impulsivity and self-perceived emotional feedback predict alcohol-related problems. Poster presented at the Annual Meeting of the Society for Neuroscience 2018. Meil, W.M, LaPorte, D.J., Mills, J.A., Sesti, A., Collins, S.M., Stiver, A.G. (2016). Sensation seeking and executive deficits in relation to alcohol, tobacco, and marijuana use frequency among university students: Value of ecologically based measures. Addictive Behaviors, 62, 135-144. http://dx.doi.org/10.1016/j.addbeh.2016.06.01 4 Mills, J.A. (2016, March). Reflections on the Hoffman Report. Pennsylvania Psychologist, 76 (3), 29-30. Stiver, A.G., Meil, W.M., Sesti, A., Hammer, L.M., Mills, J.A., & LaPorte, D. J. (2015). Changes in executive function associated with tobacco cessation therapy. Poster presentation at the annual meeting of Neuroscience. Knapp, S. & Mills, J. A. (June, 2015). Ethical issues in supervision. Three-hour workshop presented at the Pennsylvania Psychological Association Annual Convention. Harrisburg, PA (3 hours in the ethics continuing education category). Meil, W.M, LaPorte, D.J., Mills, J.A., Sesti, A., Collins, S.M., Stiver, A.G. (May, 2015). Sensation seeking and executive deficits in relation to alcohol, tobacco, and marijuana use frequency among university students: Value of ecologically based measures. Poster presented at the 2015 Convention of the Association for Psychological Science. New York. Hauge, P., Longwill, D., Mills, J.A., & Robertson, D.U. (May, 2015). Music Students' Practice and Deliberate Practice Concepts. Poster presented at the 2015 Convention of the Association for Psychological Science. New York. Mills, J. A. & Chasler, J. K. (2012). Establishing priorities in the supervision hour. Training and Education in Professional Psychology, 6 (3), 160-166. More Info	millsja@potsdam.edu TEL: (315) 267-2615
Pamela V Thacher Adjunct Instructor Psychology Pamela V Thacher Adjunct Instructor Psychology thachepv@potsdam.edu More Info	thachepv@potsdam.edu
Michael A. Tissaw Professor Psychology Michael A. Tissaw Professor Psychology Flagg Hall 171 tissawma@potsdam.edu TEL: (315) 267-2607 Ph.D., General Psychology, Georgetown University A.B., Philosophy, Duke University Interests: Theoretical and philosophical psychology, Wittgenstein and the philosophical analysis of psychological concepts, early social development Selected Publications Tissaw, M. A. (2013). The person concept and the ontology of persons. In J. Martin & M. H. Brickhard (Eds.), The psychology of personhood: Philosophical, historical, social-developmental, and narrative perspectives (pp. 19-39). Cambridge, UK: Cambridge University Press. Tissaw, M. A. (2010). A critical look at critical (neo)personalism: Unitas multiplex and the 'person' concept. In J. T. Lamiell & L. Laux (Eds.), Is There a Place for Personalistic Thinking in 21st Century Psychology? [Special issue]. New Ideas in Psychology, 28, 159-167. Tissaw, M. A. (2007). Making sense of neonatal imitation. In L. M. Osbeck & M. A. Tissaw (Eds.), Reflections on critical engagement with mainstream psychology [Special issue]. Theory & Psychology, 17, 217-242. Harré, R., & Tissaw, M. A. (2005). Wittgenstein and psychology: A practical guide. Aldershot: Ashgate Publishing. Tissaw, M. A. (2000). Psychological symbiosis: Personalistic and constructionist considerations. In J. T. Lamiell and W. Deutsch (Eds.), Psychology and critical personalism [Special issue]. Theory & Psychology, 10, 847-876. Selected Conference Presentations Tissaw, M. A. (2011, June). What does infant habituation research tell us that rules of language use do not? In K. Slaney (Chair), What's in a Name?: Conceptual Analysis as a Methodological Imperative in Psychological Science. Symposium conducted at the 72nd Annual Convention of the Canadian Psychological Association, Toronto, Canada. Tissaw, M. A. (2007, June). Epistemological blind spots in empirical developmental research on human infants and the qualification of results in light of conceptual analysis. In. M. A. Tissaw (Chair), Transdisciplinarity Within Psychology. Symposium conducted at the 12th Conference of the International Society for Theoretical Psychology, York University, Toronto, Canada. Tissaw, M. A. (2007, June). WittgenStern: On the grammatical coherence of the person as unitas multiplex. In J. T. Lamiell (Chair), Is there a place for critical personalism in 21st Century Psychology? Symposium conducted at the 12th Conference of the International Society for Theoretical Psychology, York University, Toronto, Canada. Tissaw, M. A. (2007, April). The grammar of words pertaining to normative action: Rules, regularities, contingencies, and causes. Paper presented at the 99th meeting of the Southern Society for Philosophy and Psychology, Atlanta, GA. Tissaw, M. A. (2005, August). Cognitive representation as mentalism: Heteronomous and heterogeneous explanation regresses. In L. M. Osbeck (Chair), Revisiting representation and its discontents. Symposium conducted at the 113th Annual Convention of the American Psychological Association, Washington, D.C. Osbeck, L. M., & Tissaw, M. A. (2003, August). Psychology, philosophy, and points between: Theoretical psychology and the analysis of mainstream productions. In J. S. Reber (Chair), The future of theoretical psychology: New scholars contributions. Symposium conducted at the 111th Annual Convention of the American Psychological Association, Toronto, Ontario, Canada. Tissaw, M. A. (2001, June). Smedslund and Wittgenstein: Contrasting philosophical methods for scientific psychology. Paper presented at the 9th Conference of the International Society for Theoretical Psychology, Calgary, Alberta, Canada. Tissaw, M. A. (2000, March). Tractarian psychology and Wittgenstein's later philosophical method. Paper presented at The American University Russell and Wittgenstein Conference in Honor of Rom Harré, Washington, D.C. More Info	tissawma@potsdam.edu TEL: (315) 267-2607