• Education and Training: Formal education and specific training programs provide foundational knowledge and skills. Advanced courses and specialized training can deepen understanding of specific tools and methods.
• Consult Experienced Elders and Traditional Stories: Engaging with Indigenous Elders and long-time pioneers in the field can offer invaluable wisdom and insights. Traditional stories and historical perspectives can provide a deeper, often holistic understanding of human behaviour and decision-making.
• Consulting with Academic Experts: Seeking advice and insights from more experienced colleagues or experts in the field can provide valuable perspectives and guidance. This can include mentorship relationships or informal consultations.
• Supervised Experience: Apprenticeships or supervised practice under experienced professionals allow for learning in real-world settings. This hands-on experience is crucial for understanding the way of applying different tools and theories.
• Continuing Professional Development: Attending workshops, seminars, and conferences keeps professionals updated on the latest research, tools, and best practices in their field.
• Engagement with Research Literature: Regularly reading and analyzing current research helps professionals stay informed about new theories, tools, and evidence-based practices.
• Peer Collaboration: Discussing cases and theories with colleagues can offer new insights, diverse perspectives, and collective problem-solving approaches.
• Reflective Practice: Continuously reflecting on one’s own decisions, successes, and failures helps in understanding the effectiveness of different approaches and in making more informed decisions in the future.
• Feedback and Evaluation: Receiving constructive feedback from peers, supervisors, or clients/patients and evaluating one's own performance are essential for ongoing improvement.
• Ethical and Cultural Competence: Understanding and respecting diverse cultural backgrounds and ethical considerations is crucial in making appropriate and sensitive professional judgments.

Highlighting Eight Influential Psychology Pioneers

1. Wilhelm Wundt (1832–1920) - Structuralism

2. Sigmund Freud (1856–1939)

Psychoanalytic Theory

3. Noam Chomsky (1928–present)

The Cognitive Revolution

4. Carl Rogers

Humanism

5. Naomi Weisstein

Feminism and Gender Studies

6. Maria Yellow Horse Brave Heart (1950s–present)

Indigenous Psychology and Methodologies

7. Mamie Phipps Clark (1917–1983) and Kenneth Clark (1914–2005)

Race Theory and Racial Identity Development

8. Donald Hebb

Summary: Highlighting Eight Influential Psychology Pioneers

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Inclusion Criteria for this Page

1. Innovative Contribution: This refers to whether the individual has introduced new theories, models, or practices that significantly changed existing understanding or practices in psychology. For example, Cindy Blackstock's advocacy and work in child welfare have brought significant changes in policies and practices, especially concerning Indigenous children in Canada.
2. Influence on the Field: This looks at how their work has influenced peers, subsequent research, and the broader field. Gregory Cajete, for instance, has been influential in integrating Indigenous perspectives into educational psychology, which has reshaped some of the approaches in this field.
3. Impact Beyond Academia: Consideration of how their work has affected policy, practice, and public understanding. Michael Yellow Bird's contributions to social work and psychology, particularly in decolonizing practices, have had a significant impact not just in academia but also in practical applications and community engagements.
4. Recognition and Awards: Formal recognition in the form of awards, positions in prestigious institutions, or influential publications. Vine Deloria Jr., while more known for his work in Native American studies than psychology per se, has been influential in how psychological concepts are understood and applied in Indigenous contexts.
5. Longevity and Enduring Relevance: How their work has stood the test of time and continues to be relevant and cited in contemporary research and practice.
6. Cross-Disciplinary Impact: The extent to which their work has influenced or been integrated into other disciplines.
7. Breaking the Glass Ceiling: First notable minoritized BIPOC person or woman to enter their field.

The Foundations of Modern Psychology (Late 19th Century)

• Margaret Floy Washburn (1871–1939): Authored "The Animal Mind," a seminal text in comparative psychology.
• Mary Whiton Calkins (1863–1930): Memory research and self-psychology; developed theories combining structuralism and functionalism.
• Wilhelm Wundt (1832–1920): Established the first psychology lab; father of experimental psychology.
• Edward Titchener (1867–1927)
• Sigmund Freud (1856–1939): Developed psychoanalysis; explored the unconscious mind.
• William James (1842–1910): Pioneered the field of American psychology and emphasized the importance of functionalism and consciousness.

The Emergence of Different Schools of Thought (Early 20th Century)

• Carl Jung (1875–1961): Founded analytical psychology; concepts of collective unconscious and archetypes.
• Mary Cover Jones (1896–1987): Desensitizing fears, and countering the conditioned fear.
• Ivan Pavlov (1849–1936): Classical conditioning; showed learned responses in dogs.
• Melanie Klein (1882–1960): Advanced psychoanalysis; pioneered play therapy.
• John B. Watson (1878–1958): Prominent figure in behaviourism; famous for the Little Albert experiment.
• Kurt Lewin (1890–1947): Founder of social psychology; theories on group dynamics.
• Gordon Allport (1897–1967): Studied personality traits; nature of prejudice.
• B.F. Skinner (1904–1990): Leading figure in behaviourism; operant conditioning.

The Cognitive Revolution (Mid 20th Century)

• Jean Piaget (1896–1980): Theory of cognitive development; how children think.
• Lev Vygotsky (1896–1937): Sociocultural Theory of Development; role of social interaction.
• Erik Erikson (1902–1994): Eight-stage theory of psychosocial development.
• Noam Chomsky (1928–present): Generative grammar; influenced psycholinguistics.
• Albert Bandura (1925–2021): Social Learning Theory; concept of self-efficacy. Harry Harlow (1905–1981): Research on attachment using rhesus monkeys.
• Lawrence Kohlberg (1927–1987): Stage theory of moral development.

Neuroscience and Neuropsychology

• Brenda Milner (1918–present): Work in neuropsychology, particularly on memory systems.
• Donald O. Hebb (1904–1985): Theory of synaptic plasticity and neural networks.
• Ursula Bellugi (1931–present): Neuropsychology and Language Development; research in sign language.

Feminist and Gender Studies in Psychology

• Sandra Bem (1944–2014): Gender Studies; developed the Bem Sex-Role Inventory.
• Judith Butler (1956–present): Gender Studies and Queer Theory; work on gender performativity.
• Carol Gilligan (1936–present): Gender Differences in Moral Development; emphasis on gender differences.
• Kimberlé Crenshaw (1959-present): Critical Race Theory and Feminist Legal Theory; introduced the concept of intersectionality.
• bell hooks (1952–2021): Social and Feminist Theory; examination of systems of power and oppression.

Race Theory and Racial Identity Development

• Claude Steele (1946–present): Social Psychology; research on stereotype threat.
• William Cross (1945–present): Racial Identity Development; Nigrescence Model.
• Beverly Daniel Tatum (1954–present): Race Relations and Educational Psychology; explored racial identity development and the psychology of racism.
• Joseph White (1932–2017): African American Psychology; focus on challenges faced by African Americans.
• Frantz Fanon (1925–1961): Post-Colonial Theory; psychological impacts of racism and oppression.
• Martha Bernal (1931–2001): Studied Mexican American children; educational and cultural psychology.
• Inez Beverly Prosser (1895–1934): Educational experiences and mental health of African American students.

Gestalt Psychology

• Max Wertheimer (1880–1943): Pioneer developer of Gestalt psychology; focus on perception as a whole.
• Kurt Koffka (1886–1941): Gestalt psychology; emphasis on holistic processing.
• Wolfgang Köhler (1887–1967): Gestalt psychology; research on insight and perception.

Humanistic Psychology

• Abraham Maslow (1908–1970): Hierarchy of needs and self-actualization; human motivation.
• Carl Rogers (1902–1987): Developed client-centered therapy; emphasized human potential.

Indigenous Psychology and Methodologies

• Gregory Cajete (1950s–present): Indigenous Education and Psychology; focus on Native science and Indigenous education.
• Linda Tuhiwai Smith (1950–present): Indigenous Methodologies; decolonizing methodologies in Indigenous psychology.
• Vine Deloria Jr. (1933–2005): Native American Studies and Psychology; influence on Indigenous spirituality. Michael Yellow Bird (1950s–present): Social Work and Indigenous Psychology; contributions to social work and Indigenous psychology.
• Eduardo Duran (1950s–present): Clinical Psychology and Indigenous Healing; integrating traditional healing practices with Western psychology.
• Maria Yellow Horse Brave Heart (1950s–present): Historical Trauma and Indigenous Psychology; addressing the impact of historical trauma on Native American populations.
• Cindy Blackstock (1960s–present): Child Welfare and Indigenous Rights; advocacy in child welfare, especially for Indigenous children.

The Rise of Applied Psychology (Late 20th Century)

• Martin Seligman (1942–present): Founded positive psychology; studied learned helplessness.
• Carol Dweck (1946–present): Researched fixed vs. growth mindsets.
• Mamoru Iwata (1943–present): Behavioural Analysis and Developmental Disabilities; research on self-injurious behaviour.
• Hans Eysenck (1916–1997): Personality and Intelligence; contributions to psychometrics.
• Raymond Cattell (1905–1998): Personality and Psychometrics; development of the 16 Personality Factor Questionnaire.

Pioneers in Applied Psychological Research

• Philip Zimbardo (1933–present): Social Psychology; Stanford prison experiment.
• Elizabeth Loftus (1944–present): Memory and Cognitive Psychology; research on memory malleability and the misinformation effect.
• Marsha Linehan (1943–present): Clinical Psychology; developed Dialectical Behaviour Therapy

• Environment-Originated: A bright red flash from a VIP section caught Amari's eye. Their phone's intense red coloured case stood out from the dimly lit club.
• Self-in-Search: Expecting their phone to be on a high-top table, Amari bypassed the dance floor and headed straight to the bar. Sure enough, their phone was there.
• Reciprocal Perception: Feeling overwhelmed by the crowded room and loud music, Amari took a breather outside the club. The cool and quiet night outside soothed and refreshed their senses. On returning, Amari immediately felt the subtle vibrations of their phone on a nearby table — something they hadn't noticed earlier. Their heightened awareness subtly reshaped their interaction with the club's sounds and lights. They picked up the phone just in time for the incoming call. Whew!
• Differentiation Theory: Amid the pulsating music in the club, Amari picked up on the unique, rhythmic buzz of their phone's vibration against a metal table. They recognized the sound — it stood out from the thumping bass.
• Direct Perception: As soon as Amari re-entered the club, they spotted a flash of red in a booth. Their phone! Their familiarity with it allowed quick identification, even amid the flashing strobe lights.
• Ecological Approach: Paying attention to the club's environment, Amari noticed the way the coloured lights illuminated certain areas more than others. It was in one such well-lit area, where a spotlight hit a table, that they spotted a distinct red hue peeking out from under a backpack — their phone!
• Perceptual Learning: Years of spotting their phone trained Amari's eyes. A glimpse of red behind a backpack triggered recognition. There it was!
• Affordances: Understanding that the environment offered potential clues, Amari looked for surfaces that could 'afford' to hold a phone. They headed towards the lounge area where low, broad tables were perfect for partygoers to leave their belongings. Sure enough, their red phone was lying on one such table, its location made possible by the table's affordance for resting objects.
• Emotional Stimuli: Filled with worry about their missing phone and potentially missing an important call, every detail in the club seemed amplified to Amari. This heightened emotional state made them incredibly observant, allowing them to spot a corner of their red phone peeping out from under a backpack amidst the chaos of the club.
• Predictive Coding: Amari guessed their phone might be in the private booth they often visited. They were right!
• Sensory Adaptation: Initially, the loud music overwhelmed Amari, but it soon faded into the background. In the relative silence, they heard their phone's ring near the DJ booth.
• Attention: Amid the sensory overload, Amari concentrated on finding their red phone. This selective attention paid off when they spotted it behind a cocktail glass.
• Divided Attention: As the club's music throbbed, Amari split their attention between searching for their phone and engaging in a deep conversation with a friend. Amari’s mind was juggling the visual search amongst the dancing crowd while also tracking the thread of the conversation. Amari’s multitasking slowed down the search but eventually, a glimmer of red near the DJ booth caught their eye — their phone!
• Perceptual Inattention: At the club's masquerade party, Amari was so focused on finding their phone that they missed a performer in a gorilla costume walking by.
• Change Inattention: Amari didn't notice that while they were looking for their phone the DJ changed the music playlist. When Amari found their phone, they looked up, surprised, asking, "When did the techno start?".
• Beliefs, Values, Prejudices, Expectations, and Life Experiences Affect Perceptions: Amari’s belief that their phone might have been stolen initially made them eye a boisterous group with suspicion. Upon realising that their bias was skewing their perception, Amari refocused and soon found their phone under a bar stool.

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Principal Singh's Interventions

• Building a Personal Connection: Takes the time to get to know Robyn, showing genuine interest in their life and experiences. This approach is crucial in establishing trust and respect, which are foundational for intrinsic motivation (Niemiec & Ryan, 2009).
• Providing Autonomy in Learning: Allows Robyn to have a say in their learning process and choices, thereby fostering a sense of ownership and control over their education (Deci et al., 1999).
• Integrating Relevant Curriculum: Incorporates topics and projects that align with Robyn's interests and life experiences, making learning more relevant and engaging for them (Ryan & Deci, 2020).
• Offering Praise and Encouragement: Focuses on Robyn's efforts and progress, rather than solely on achievements, to enhance their intrinsic motivation (Cameron & Pierce, 1994).
• Creating a Sense of Belonging: Encourages Robyn to participate in school clubs or teams that align with their interests, fostering a community feeling within the school (Osterman, 2000).
• Setting Achievable Challenges: Provides tasks that are challenging yet attainable, ensuring Robyn feels a sense of accomplishment and competence (Ryan & Deci, 2000).
• De-emphasising Evaluative Pressure: Reduces the focus on grades and tests, and instead emphasises learning and growth, to alleviate performance anxiety and enhance intrinsic motivation (Niemiec & Ryan, 2009).
• Promoting Resilience and Coping Skills: Teaches and reinforces strategies for being resilient and coping with challenges, which are essential for students in difficult environments (Masten, 2014).
• Involving Family and Community: Engages with Robyn's family and community to create a support network that values education and supports their school journey (Henderson & Mapp, 2002).
• Providing Mentorship Opportunities: Connects Robyn with mentors who can offer guidance, support, and real-world insights into the benefits of education (Rhodes, 2002).

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Behind the Scenes of the Study

What They Found

• The Power of Wanting: Being surrounded by fast-food cues ramped up people's desire to eat more than when they were in a cue-free zone. Interestingly, this increase in "wanting" didn't come with a corresponding boost in "liking." Essentially, people didn't enjoy the food any more than usual; they just felt a stronger urge to eat it.
• Hunger Games: Just being in the presence of fast-food cues also made people feel hungrier than they did in a neutral setting. This suggests that our environment can directly influence our sense of hunger, tricking our brains into thinking we need food when we don't.
• Eating More: As expected, when people experienced heightened "wanting" and increased feelings of hunger due to the environmental cues, they ended up eating more.

Why This Matters

The Takeaway

Calculating Average Weights for Adult Canadian Women and Men

Canadian Statistics on Eating Disorders

1. Eating Disorders and Mortality: Eating disorders are among the deadliest mental health conditions. In Canada, they affect around 25 million people who are 15 years or older (Bonder & Mantler, 2015).
2. Death Rate: About 8.4% of people with eating disorders die because of these conditions. This rate is especially high, nearly 15%, for women between the ages of 25 and 29 (C. Emborg, 1999).
3. Suicide Risk: Suicide is a leading cause of death among people with eating disorders. This risk remains high for at least eight years after they first seek help (G. Patton, 1988).
4. Frequency of Deaths: In Canada, at least one person dies every 62 minutes due to complications from an eating disorder (Pallanti & Salerno, 2020).
5. Hospitalized Cases: In a study from Ontario in 1995, more than 90% of people hospitalized for anorexia and bulimia were women (Gucciardi et al., 2004).
6. Mortality Rate for Anorexia Nervosa: In one study, the mortality rate for patients with anorexia nervosa was found to be 10.5, which is a statistical measure indicating a high risk of death (Birmingham et al., 2005).

Finding the 'Just Right' Level of Alertness

Managing Stress and Boredom

Applying the Yerkes-Dodson Law

1. Step by step: Set strong goals
2. WOOP: A goal setting process (one of my favourite techniques for my comic-based sessions on making positive changes).
3. Make your goals SMART
4. Procrastination Awareness Plan
5. Procrastination Management
6. Where Do You Procrastinate
7. To Procrastinate: Obstacles and Opportunities
8. 6 Reason People Procrastinate
9. Breaking Down My Week
10. Make a 7 day study plan
11. Motivation Techniques
12. Procrastin-NOT

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