Human Services, A.S. |
Applied Psychology and Human Services, B.S. |
Minor: Psychology, Human Services
Psychology and Human Services at Lyndon
Lyndon’s Psychology Department differs from other programs in that we offer two degrees which are integrated and share a common curriculum. Both programs emphasize similar foundations and skills.
Students graduate with a strong foundation in theory and are well versed in the variety of psychological theories that help to explain human behavior in the social environment. They also develop analytic skills and are taught to interpret what they learn and to apply these skills to all areas of practice.
Students in both programs work to develop outstanding problem-solving skills. The department stresses a strong grounding in ethics; students learn about the ethical and legal constructs that drive the fields of psychology and human services.
Students learn what it means to be a “professional,” and they also learn a great deal about themselves—their strengths and their areas for continued growth. The critical need to engage in self-care in fields as personally challenging as these is stressed.
Finally, students will learn how the larger society impacts their work. Particular attention is paid to issues of poverty, diversity, and oppression and how to advocate for social justice in these areas. Students are encouraged to think of themselves as potential leaders in the fields of psychology and human services.
Students are able to practice what they’ve learned and apply this knowledge to real life problems that arise in the workplace.
Both psychology and human services majors complete an 80-hour in-the-field experience. Placement possibilities include: Probation & Parole, domestic violence prevention programs, school guidance counseling, work with elders and more.
Psychology majors learn about and practice how to administer a variety of psychological tests.
Macro Perspectives in Human Services
Human services students engage in service learning projects – from helping to run the statewide “Health Care is a Human Right” campaign to educating the campus about alcopops.
Psychology students develop research projects focusing on topics such as “Parenting Styles and Self-Esteem” to “Shyness and Internet Use.”
Human Service students complete a 300-hour placement at an agency of their choosing. Students might help to plan a statewide conference or work one-on-one with a child in need.
Graduates in the Psychology and Human Services programs are qualified to work in these careers or pursue advanced study at the graduate level.
- Substance Abuse Counselor
- Family Support Worker
- Children’s Case Manager
- Forensic Psychologist
- Early Head Start Home Visitor
- Adult Mental Health Clinician
- Correctional Service Specialist at Probation & Parole
- Domestic Violence Prevention Advocate
- State Police Officer
- Housing Advocate at a community agency
- Sports Psychologist
- “The professors in the program are the best! They are real people who care about their students. They will do anything to help them out along the way.”
- “Very solid program offering relevant curriculum within a unique and intimate small school experience. I miss it.”
- “My experience at Lyndon was great. I was fully prepared for writing treatment plans & re-assessments for my work. I also felt prepared to help those in need any way I could. I manage and now work with about 25 severely mentally ill adults. I love the work. The work I did at Lyndon has fully prepared me for graduate school. Thank you to everyone for a great four years!”
Psychology and Human Services Faculty
Vail 426 | 802-626-6354 | email@example.com
I came to Lyndon in 1995 because I wanted a place where I could be a college teacher and a practicing clinical psychologist. I love my job because I get to do both—engage in counseling that is informed by what I am continually learning and teach material related to the professional work I do every day. In the community, I counsel adults, teens, and couples, and at the college I teach courses related to treatment and prevention such as Abnormal Psychology, Counseling, and Introduction to Human Services. These classes are lively because relevant examples are found everywhere—in students’ lives, television shows and movies, quotes, cartoons, even Dear Abbey! I also get a lot of ideas from clinical trainings and materials designed to help educate professionals. Class exercises and assignments are interesting (and even fun sometimes) because they often help students figure out and improve their own reactions, relationships, and coping skills.
I lived in cities before I came to the college (grew up outside ofSt. Louis, and have lived inJersey City,Boston, and as far away asTokyo,Japan!). I was skeptical at first about living in a rural area, but I have come to love it—even the winters. It is great to work in a small and intimate college community where staff, students, and faculty are friendly, and welcoming, as well as talented and interesting. It is also wonderful to live in a small town where interconnections are a part of our daily lives. Now I have been at Lyndon long enough that many of the professionals I interact with in the community and speakers that I invite into classes are former students. That creates a whole new level of familiarity and trust. Of course, many of our students leave the area, returning to their home towns or heading out on adventures. It has been good to watch students take what they have learned at Lyndon to a wide variety of geographical locations and professional settings.
Abnormal Psychology, Counseling, Human Interactions, Introduction to Human Services, Introduction to Psychology, Senior Seminar.
M.A.; Ph.D. in Clinical Psychology, Univeristy ofCincinnati,Cincinnati, OH.
B.S. in Secondary Math Education,UniversityofMinnesota,Minneapolis,MN.
B.A. in Mathematics,Dartmouth College,Hanover, NH.
Licensed as a Clinical Psychologist-Doctorate
VermontPsychological Association: www.vpa.org
Professional Papers and Publications
Korol, R. & Korol, M. (2006). The games students play. Poster presented at Association
for Psychological Science, 18th Annual Convention, New York, New York.
Korol, M. & Korol, R. (2006). Should introductory psychology be a lab course? Poster
Presented at Association for Psychological Science, 18th Annual Convention.
New York, New York.
Korol, M., Korol, R., & Korol, D. (2002), Attack on America: Initial reactions, memory, and PTSD symptoms. Poster presented at 18th Annual Meeting of the
International Society for Traumatic Stress Studies. Baltimore,Maryland.
Korol, R. (1999). Integrating diverse writing assignments into introductory psychology.
Paper presented at 13th Annual Conference on Undergraduate Teaching of Psychology. Ellenville,NY.
Korol, R. (1996). Personal and professional aspects of being a pregnant therapist. Women and Therapy, 18(1), 99-108.
Korol, R. (1995). The impact of therapist pregnancy on the treatment process. Clinical Social Work Journal, 23, 159-172.
Korol, R. & Korol, M. (1995). Sense of self in conversations with women versus men.
Poster presented at the American Psychological Association’s 103rd Annual Convention.
Korol, R. & Bloch, E. (1992). The relationship between separation-individuation, ego-strength, and earliest childhood memories in late-adolescents. Poster presented at the American Psychological Association’s 100th Annual Convention.
Sample of Professional Training/Workshops Attended
Adventures on the electronic frontier: Ethics and risk management in the digital Era. Eric A. Harris, Ed.D., J.D. Vermont Psychological Association. Montpelier,VT. (2011).
Mating in captivity. Esther Perel, Cape Cod Institute,Eastham,MA. (2011).
Using movies to understand the interface of psychological and biological approaches to mental disorders. Fritz Engstrom, M.D.New England Educational Institute. Eastham, Ma. (2010).
The interpersonal nature of shame. Alexis Johnson, Ph.D.VermontPsychological Association.Monpelier,VT.(2010).
Counseling for couples: Understanding and improving love relationships. Cross Country Education.Burlington,VT.(2009).
Resource development for trauma survivors. Deborah Korn, Ph.D.Cape Cod Institute,Eastham,MA. (2008).
Affect regulation, attachment, and trauma. Pat Ogden, Ph.D.Vermont Trauma Institute. Burlington, VT.(2008).
Good enough teen, good enough parent. Brad Sachs, Ph.D. Cape Cod Institute. Eastham,MA. (2006).
Rebuilding shattered lives. James A. Chu, M.D. Vermont Trauma Institute. Burlington,VT. October, 2005.
Reel love: Confronting couples issues with movie clips. Bill O’Hanlon, M.S. New EnglandEducational Institute. Eastham,MA(2005).
Risking connection. Laurie Anne Pearlman, Ph.D. Vermont Trauma Institute. Burlington,VT.(2005).
Supervision lab: Clinical supervision, collegial consultation and self-supervision.
Kay Frances Schepp, Ed.D. VermontPsychological Association. White River Junction, VT. (2004).
The challenge of couples work: Helping two at once. Vermont Psychological Association.Montpelier,VT.. (2003).
Men and anger. Stephen C. Simmer, Ph.D. Reach Educational Seminars. Manchester,NH. (2002).
Dialectical behavior therapy. Charles Swenson, M.D. and Christine Foertsch, Ph.D. The Behavioral Technology Transfer Group. (2002).
Narrative therapy and the scaffolding of therapeutic conversations. Michael White. Family Therapy Institute ofVermont. Burlington,VT. (2002).
Treatment of posttraumatic and dissociative disorders: State of the art. Daniel Brown, Ph.D. Vermont Trauma Institute. Burlington,VT. (2001)
Ronald R. Rossi
Vail 409 | 802-626-6251 | firstname.lastname@example.org
As an undergraduate biology major at Drew University in New Jersey, I became fascinated by the human brain. I took courses in anatomy and physiology, but I found that I was more interested in what the brain does than in its structure so I switched my major to psychology. I went on to graduate school at the University of Cincinnati where I was enrolled in the physiological psychology Doctoral program. I was able to continue to study the brain and it’s relation to various psychological functions such as pleasure, perception, cognition, memory, personality, and behavior. This interest is reflected in the various courses I teach at LSC. In addition to academics, I learned something else as an undergraduate: how to play the guitar. I have performed extensively with local bands since my college years, and build my own instruments, both electric and acoustic.
Introduction to Psychology, Introduction to Research Methods, Psychological Testing, Biological Psychology, Theories of Personality, Senior Seminar, Senior Research, Cognitive Psychology, Psychopharmacology
1972 Ph.D. Physiological Psychology University of Cincinnati
1969 MA General Psychology University of Cincinnati
1967 BA Psychology Drew University
American Psychological Science
“Affectionate touch in the US and India: A cross-cultural analysis” (with Timothy Conroy and Lori Werdenschlag). Poster paper presented at the American Psychological Society Convention, Toronto, Canada, June, 2001
“ Self-efficacy, anxiety, and mathematics ability in college students” (with Pat Ryan and Lori Werdenschlag). Poster paper presented at the American Psychological Society Convention, Toronto, Canada, June 2001
“How contact and college major influences knowledge and attitudes toward the elderly: (with Sandra Bushey and Lori Werdenschlag). Poster paper presented at the American Psychological Society Convention, New Orleans, June 2002
“Gender and cultural differences in touch.” (With Ashley Kennison and Lori Werdenschlag) Paper presented at the Association for Psychological Science, Washington, DC, May 2007.
Doctoral Dissertation received Honorable Mention Award in the 12th Annual Creative Talents Award Program from the American Institutes of Research.
Lyndon State College Senior Class Award for teaching excellence. May, 1997.
Who’s Who Among America’s Teachers ( 8th. ed.) 2003-2004
Who’s Who Among America’s Teachers ( 9th. ed.) 2004-2005
Lyndon State College Alumni Council Faculty Recognition Award. September, 2009
Newsnet October 2009
Margaret V. Sherrer
Vail 425 | 802-626-6470 | email@example.com
Teaching at Lyndon State College has been a privilege, one made even more meaningful for me by the fact that three generations of my family once lived in the Northeast Kingdom. Prior to my academic appointment in 2005, I spent 15 years as a clinical practitioner in various community mental health agencies specializing in the assessment and treatment of individuals diagnosed with chronic and severe mental illness such as schizophrenia-spectrum, major mood and anxiety disorders including co-occurring substance dependence and Posttraumatic Stress Disorder. My professional background includes training and supervising social workers, psychiatric nurses, and case managers in the use of evidence-based mental health practices. I also have an extensive publications record in community-based research. Earlier in my career, I spent five years at the University of Rhode Island as Director of Substance Abuse Prevention Services. The skills and experience I acquired as a clinical social worker have served me well as an instructor. I enjoy experimenting with different teaching methods that emphasize collaborative, hands-on learning.
One of my greatest joys in teaching is in helping students cultivate their own talents and recognize their potential for academic success. Because I really get to know my students, it’s especially gratifying to witness their professional development in our program. Our department prides itself on its student-centered approach to teaching and advising. As faculty members, we hope to inspire our students to become skilled, compassionate, and ethical practitioners in their chosen fields.
- Introduction to Psychology
- Human Interaction
- Human Growth and Development
- Abnormal Psychology
- Working with At-Risk Families
- Perspectives on Death and Dying
- Responding to Psychological Trauma
- Introduction to Disaster Response
Doctor of Philosophy, Boston College Graduate School of Social Work
Masters in Social Work, Rhode Island College
Bachelor of Arts, Journalism, University of Rhode Island
Areas of Interest
My professional interests include community-based services for adults diagnosed with chronic forms of psychopathology; clinical practice with families; death, dying and bereavement; psychosocial interventions for psychological trauma; and mental health disaster response. My current research focuses on the association between cognitive appraisal and traumatic stress symptoms among mental health clients with severe mental illness.
One of my elective courses, Responding to Psychological Trauma, resulted from an interdisciplinary collaboration with a faculty colleague, Dan Williams, a professor of Journalism. My course was designed primarily for helping professionals seeking knowledge and skills in handling psychological trauma with different client populations. Professor Williams developed an abbreviated one-credit course for Journalism majors. Our courses are linked with overlapping training sessions. One of our goals has been to encourage more responsible media coverage sensitive to victims of violence, natural disaster, and other traumatic events. With a mutual commitment to experiential learning, Professor Williams and I require our students to participate in a joint disaster drill exercise with emergency personnel in the community. Our disaster response exercises have provided a unique training opportunity for our students and valuable practice sessions for local emergency groups, including fire departments, state and local police, ambulance and hospital personnel, and members of the American Red Cross. This is has been a satisfying collaboration that has generated interest from both inside and outside the college.
Below are two video clips from our disaster response exercise held in November 2011:
Sherrer, M.V. & O’Hare, T. (2008) Clinical case management. In The Clinical Handbook of Schizophrenia. New York: Guilford Press.
Sherrer, M.V. & Read, J.P. (1998). The college culture: does it encourage drug abuse? Your College Experience: Strategies for Success (2nd ed.) pp. 59-66. Wadsworth Publishing Co. Chapter included in the University of Rhode Island textbook for mandatory first-year seminar.
Selected Articles in Peer-Reviewed Journals
Sherrer, M.V. (2011). The role of cognitive appraisal in adaptation to traumatic stress in adults with serious mental illness: a critical review. Trauma, Violence & Abuse, 12 (3), 151-167.
O’Hare, T., Shen, C., & Sherrer, M.V. (in press). Validation of a brief PTSD scale for clients with severe mental illnesses. Research on Social Work Practice.
O’Hare, T. & Sherrer, M.V. (2011) Subjective distress associated with sudden loss in clients with severe mental illness. Community Mental Health Journal, 47, 646-653.
O’Hare, T. & Sherrer, M.V. (2011). Drinking motives as mediators between PTSD symptom severity and alcohol consumption in persons with severe mental illnesses. Addictive Behaviors, 36, 465-469.
O’Hare, T., Shen, C., & Sherrer, M.V. (2010). High risk behaviors and drinking to cope as mediators of lifetime abuse and PTSD symptoms in clients with severe mental illness. Journal of Traumatic Stress, 23(2), 255-263.
O’Hare, T. and Sherrer, M.V. (2009). Lifetime traumatic events and high risk behaviors as predictors of PTSD symptoms in persons with severe mental illnesses. Social Work Research, 33 (4), 209-218.
O’Hare, T. & Sherrer, M.V. (2009). Effects of clinic staff support on psychosocial wellbeing and PTSD symptom severity in clients with severe mental illnesses. Best Practices in Mental Health: An International Journal, 5 (2), 1-13.
O’Hare, T. and Sherrer, M.V. (2009). Impact of the most frequently reported traumatic events on community mental health clients. Journal of Human Behavior in the Social Environment, 19 (2), 1-13.
O’Hare, T., Sherrer, M.V., Yeamen, D. & Cutler, J. (2009). Correlates of PTSD in male and female community clients. Social Work in Mental Health, 7 (4), 340-352.
O’Hare, T., Shen, C., and Sherrer, M.V. (2007). Validating the Post-Traumatic Stress Disorder scale (interview version; PSS-I) with persons who have severe mental illnesses. Research on Social Work Practice, 17 (6), 720-728.
O’Hare, T. & Sherrer, M.V. (2006). Measuring practice skills with community clients. Best Practices in Mental Health, 2 (2), 31-42.
O’Hare, T., Sherrer, M.V., & Shen, C. (2006). Subjective distress from stressful events and high risk behaviors as predictors of PTSD symptom severity in clients with severe mental illness. Journal of Traumatic Stress, 19 (3), 1-12.
O’Hare, T. and Sherrer, M.V. (2006). Stress, recent changes in alcohol consumption level and problem drinking in freshman first offenders. Journal of Human Behavior in the Social Environment, 13 (3), 33-50.
O’Hare, T. and Sherrer, M.V. (2005). Assessment of youthful problem drinkers validating the drinking context scale (DCS-9) with freshman first offenders. Research on Social Work Practice, 15 (2), 110-117.
Sherrer, M.V. & Williams, D. A model program for disaster response in rural communities. Poster presentation at the International Society for Traumatic Stress Studies (ISTSS) annual conference held in Montreal, QC, Canada. (November 2010).
O’Hare, T. & Sherrer, M.V. Severe mental illness, lifetime sexual abuse, PTSD drinking motives and high risk behaviors: potential mediating pathways. Presentation at the International Society for Traumatic Stress Studies (ISTSS) annual conference, Montreal, QC, Canada. (November 2010).
Sherrer, M.V. & Bailin, D. Hearing every voice: using the World Café to facilitate change on campus. Pre-conference session at the NACADA annual conference in San Antonio, Texas (September 2009).
Sherrer, M.V. Understanding & Responding to Psychological Trauma. Workshop session for Vermont Women in Higher Education Fall 2007 Conference. This workshop presentation provided an overview of the research on psychological trauma with an emphasis on understanding and responding to traumatic stress in work-related settings (November 2007).
O’Hare, T. and Sherrer, M.V. Effects of staff social support on PTSD symptom severity in clients with severe mental illnesses. Paper accepted for presentation at the Society of Social Work and Research (SSWR) annual conference held in Washington, D.C. ( January 2008).
O’Hare, T. & Sherrer, M.V. Correlates of PTSD in male and female community clients. Paper accepted for presentation at the Society for Social Work and Research (SSWR) annual conference held in San Antonio, Texas ( January 2006).
National Association of Social Workers (NASW)
Society for Social Work and Research (SSWR)
International Society for Traumatic Stress Studies (ISTSS)
American Red Cross , Northern Vermont Chapter
Vail 423 | 802-626-6252 | firstname.lastname@example.org
I came to Lyndon in 2003 after working as a clinical social work in Boston for 16 years. My work experiences in Boston included serving as the Program Director at the Big Sister Association of Boston and working as the Program Support Coordinator at an international high school in the Boston Public Schools system. I’m particularly interested in understanding how our various identities – racial, gender, class, age, sexual orientation, religious, ability-status – impact who we are as people and how we interact with others based on those identities. I also have a passionate commitment to social justice and social activism.
One of the things I love about working at Lyndon is my ability to form close relationships with students. Classes are small so I’m able to get to know my students and tailor my teaching approaches according to the individual learning needs of students. People who work at Lyndon are here because we love to work with students and help them to succeed in whatever ways we can. I feel very lucky to be a part of this community.
Field Work, Field Work Seminar, Human Services Internship, Macro Perspectives in Human Services, Exploring Race & Challenging Racism in the U.S., Human Interaction
Doctoral Candidate, Simmons School of Social Work, Boston, MA
M.S.W., Simmons School of Social Work, Boston, MA
B.A., Speech Pathology & Audiology, Adelphi University, Garden City, NY
Areas of Interest
My work focuses on all aspects of anti-oppression (sexism, classism, heterosexism, etc.) with a particular focus on racial justice. I am also committed to social justice advocacy and activism. My approach to work emphasizes the strengths perspective and self-determination.
November 2011 Lyndon State College, Lyndonville, VT But Race Isn’t Really an Issue in VT… Is It? Reflections on Racial Justice Work in VT
November 2011 & June 2011 Cambridge Cooperative Club, Cambridge, MA Building a Framework: Exploring Systemic Racism and Privilege
October 2011 Waterford Public Library, Waterford, VT Making the Invisible, Visible: Exploring and Understanding Race, Racism & Privilege
June 2011 VT NASW Continuing Education Program, Montpelier, VT But Race Really Isn’t an Issue in Vermont… Is It?
May 2011 Working With Youth Conference, Killington, VT Talking About Taboos: Social Class and Social Classism
May 2011 & February 2011 Central North Supervisory Union Professional Development Day, Lyndonville, VT The ABC’s of RCR: Race, Culture & Religion
March 2011 Whiteness in Vermont, Panel Member. Cultural Diversity Series of the Racial & Equity Office of the Burlington School District, Burlington, VT
November 2010 VT Area Agencies on Aging Case Manager Training, Randolph, VT What Do We Really Mean When We Talk About… Diversity?
August 2010 Central North Supervisory Union Professional Development Day, Lyndonville, VT Hmmm… I Never Thought of It That Way … Exploring Race and Challenging Racism in Our Schools
White Professors Taking Responsibility for Teaching White Students About Race, Racism and Privilege. Journal of Progressive Human Services. (2011)
National Association of Social Workers www.naswdc.org
National Organization of Human Services www.nationalhumanservices.org
Social Welfare Action Alliance www.socialwelfareactionalliance.org
Vail 417 | 802-626-4825 | email@example.com
I’ve had some diverse careers before joining the Lyndon faculty in 2007. After completing my undergraduate degree I became a general manager of a ski and snowboard shop. When running the shop lost its challenge for me, I decided to go back to school to study social work. Returning to school after a 10 year absence was not easy, but as I found out, social work was a perfect fit for me. I worked as a clinical social worker treating children, adolescents, and families in a community mental health agency and later, in a psychiatric hospital. Meanwhile, I was completing work in a Ph.D. program, teaching in a School of Social Work, and raising a daughter. When I think about it now, I know the reason I’ve been successful at any of these undertakings is due to the support I received from teachers, family, and friends.
I think it’s a privilege to teach in the disciplines of Psychology and Human Services because I understand the importance of having ethical, knowledgeable, and skilled professionals in the field. At Lyndon we have small classes so professors have opportunities to individually mentor students. I enjoy working closely with students, getting to know them, and helping them figure out what job to take or what graduate program to apply to after graduation. Helping students to grow in their knowledge, skills, and confidence is rewarding.
Intro to Psychology, Human Interaction, Intro to Human Services, Intro to Substance Abuse, Field Work, Field Work Seminar, Human Services Internship, Macro Perspectives in Human Service, Mental Health Issues with Children and Adolescents, Interventions for Health Behavior Change
Ph.D., Social Welfare University at Buffalo School of Social Work, Buffalo, NY
M.S.W., University at Buffalo School of Social Work, Buffalo, NY
B.A., Organizational Communication, University at Buffalo, Buffalo, NY
Areas of Interest
Substance Use Prevention
Child and Adolescent Mental Health
Treatment Manual Development
Mindfulness Based Interventions
Stiles, M. Impact of Secondhand Substance Use Effects Among Rural College Students. 15th Annual Conference of the Society for Social Work and Research, Tampa, Fl, January 15, 2011.
Stiles, M. & Rice, C. Latino Cultural Values in a Residential Treatment for Substance Abuse. 20th International Union Health Promotion Education (IUHPE) World Conference on Health Promotion, Geneva, Switzerland, July 15, 2010.
Stiles, M. Rural College Student Perceptions on Factors Impacting Substance Use
Behavior. 34th Annual National Institute on Social Work and Human Services in Rural Areas Duluth, MN, July 28, 2009.
Stiles, M. Substance Use Protective Factors in a National Multi-Racial/Ethnic Sample of Adolescents. 13th Annual Conference of the Society for Social Work and Research, New Orleans, LA, January 16, 2009.
Dermen, K. H., Stiles, M., Fabiano, J. A., Augustino, D.K. & Ciancio, S. G. Issues Pertaining to Oral Health Behavior Motivation Among Alcoholic Inpatients. IADR/AADR/CADR 85th Conference, New Orleans, LA, March 22, 2007.
Stiles, M. Adolescent Substance Use Risk and Protective Factors: A Preliminary Magnitude of Effect Study. 10th Annual Conference of the Society for Social Work and Research, San Antonio, TX, January 13, 2006.
Stiles, M. (2009). Therapeutic Community Treatment Provider Manual. Culturally Congruent Latino Residential Treatment Pilot Study. Center for Research on U.S. Latino AIDS/HIV and Drug Abuse (CRUSADA). Miami, FL: Florida International University.
Stiles, M. (2004). Florida Clinical Consulting Treatment Improvement Resource Manual
(resources section only). State of Florida Clinical Consulting Treatment Improvement Project. Miami, FL: Florida International University.
Society for Social Work Research
National Association of Social Workers
National Rural Social Work Caucus
International Union for Health Promotion and Education
International Association for Community Development
802-626-6435 | Lori.Werdenschlag@Lyndon.State.edu
Ph.D., M.S., Developmental Psychology, Tulane University
B.A., Psychology and Anthropology, Emory University
A knack for listening and problem solving, a love of children, and a desire to teach led me to the field I am in today. Growing up, I had always wanted to be either an elementary school teacher or a child psychologist. During my junior year of college, my advisor opened up a door to me I never knew existed – developmental psychology. It combined everything I liked to do in a way I had never before considered. I could combine psychology with my love of working with kids and teach at the same time. I had just never before considered teaching college students. What a wonderful discovery. I can’t imagine teaching any other population.
And in fact, what I love most about Lyndon are the students. I appreciate the small classes where I can get to know students individually and personally. It is a pleasure to not only follow my students’ success during their years at Lyndon, but to stay connected with them beyond graduation through their own professional careers. I especially enjoy working with a wide range of students, ranging from first in family students to non-traditional students taking care of their own families. I also love working with my department colleagues. They are all warm, competent, caring individuals who prioritize student success. What makes our department so special and unique is that we all get along extremely well and coordinate our various professional backgrounds and expertise to provide high quality instruction for our majors.
In my classes, students learn by doing. Preschoolers are invited to spend a day in my Human Growth and Development class, while in Child Development students help to design a local summer camp program. In Adolescent Development students write autobiographies of their own adolescent years, and they also have the opportunity to interact with international adolescents attending an area high school in order to gain a more global perspective on the adolescent experience. In Adulthood and Aging, students adopt a nursing home resident for the semester, visit a local day care center and have lunch at a senior meal site. My love of travel and interest in other culture cultures has allowed me to expand my teaching interests. In both my Lifespan Across Cultures course and in my Cross-Cultural Psychology Senior Seminar, students participate in a number of cultural activities and help run events at Lyndon’s Annual Cultural Festival, a campus-wide tradition I organize each year.
Human Growth and Development, Child Development, Adolescent Development, Adulthood and Aging, Lifespan Across Cultures, Senior Seminar: Cross-Cultural Psychology, History of Psychology, Freshman Seminar: Entering the Academic Community
The Society for Research in Child Development
The Association of Psychological Science
The Teaching of Psychology
Werdenschlag, L. B. (2008). Barnet School climate survey. Public report for the Barnet School District and Community.
Werdenschlag, L.B. (2006). Emerging physical and cognitive skills in middle childhood. In J. Belsky, Teaching Tips to Accompany Experiencing the Lifespan (pp.62-63). New York: Worth Publishers.
Werdenschlag, L. B., and Others. (1993). Characteristics of parent-child interactions: How do they affect children’s acquisition of metacognitive skills? (Report No. PS-021-422). New Orleans,LA: Biennial Meeting of the Society for Research in Child Development. (ERIC Document Reproduction Service No. ED 357 877)
Tomasello, M., Mannle, S., & Werdenschlag, L. (1988). The effect of previously learned words on the child’s acquisition of words for similar referents. Journal of Child Language,15, 505-515.
Werdenschlag, L.B. My so called life: An anonymous first person writing assignment in adolescence.. Paper presented at the Association for Psychological Science Teaching Institute, San Francisco, CA, May 2009.
Werdenschlag, L.B. Sitting with the seniors: Adding experiential learning to an aging course. Paper presented at the Association for Psychological Science Teaching Institute, Washington, DC, May 2007.
Kennison, A., Rossi, R., & Werdenschlag, L. B. Gender and cultural differences in touch. Paper presented at the Association for Psychological Science, Washington, DC, May 2007.
Werdenschlag, L.B. History of psychology with an alienist and a trip to Ellis Island. Paper presented at the meeting of the American Psychological Society Teaching Institute, Chicago, Illinois, May 2004.
Bushey, S., Rossi, R., & Werdenschlag, L. How contact and college major influences knowledge and attitudes towards the elderly. Paper presented at the meeting of the American Psychological Society, New Orleans, LA, June 2002
Werdenschlag, L. B. Sensory in jeopardy: A demonstration of age-related changes in sensorimotor functioning. Paper presented at the meeting of the American Psychological Society Teaching Institute, Toronto, Canada, June 2001
Conroy, T. P., Rossi, R. R., & Werdenschlag, L. B. Affectionate touch in the U.S. and India: A cross-cultural analysis. Paper presented at the meeting of the American Psychological Society,Toronto,Canada, June 2001
Ryan, P. M., Rossi, R. R., & Werdenschlag, L. B. Self-efficacy, anxiety, and mathematical ability in college students. Paper presented at the meeting of the American Psychological Society, Toronto, Canada, June 2001
Werdenschlag, L., Razzano, E., & Portner, R. General education at Lyndon State College. Paper presented at the meeting of the AAU’s General Education NAR Conference: Best Practices in General Education and Its Assessment, February 2001.
Obach, M. S., Fleming, S. P., Werdenschlag, L. B., & Moely, B. E. The relationships between metacognition and motivation in children’s school-related activities. Paper presented at the meeting of the American Psychological Society, San Diego, CA, June 1992.
Simmons, J. R., Werdenschlag, L., & Moely, B. E. Family conflict and quality of college students’ relationships with their parents. Paper presented at the meeting of the Southwestern Society for Research in Human Development, Tempe, AZ, March 1992.
Werdenschlag, L. B., Hernandez, K. M., & Moely, B. E. Characteristics of parent-child interactions: How do they affect children’s acquisition of metacognitive skills? Paper submitted to the biennial meeting of the Society for Research in Child Development, New Orleans, LA, March 1993.
Werdenschlag, L. B., & Moely, B. E. Family structure and its relation to students’ perceptions of their parents: A developmental study of college women and men. Paper presented at the meeting of the Southeastern Psychological Association, Knoxville, TN, March 1992.
Werdenschlag, L. B., Moely, B. E. Parent-child interactions: How they positively affect children’s acquisition of cognitive skills. Paper to be presented at the meeting of the American Psychological Society, San Diego, CA, June 1992.