psyche - vol 2 issue 2

PSYCHEVOLUME 2 / ISSUE 2

THE UNIVERSITY OF BRISTOL PSYCHOLOGY MAGAZINE

MANY FACES OF ANXIETY why seminars are scarier than skydiving |

LIVING IN FEAR the worrying problem of sibling bullying | BLACK DOG PROJECT

tackling stigma in mental health | TOP 10 PSYCHOLOGY FILMS

CONTENTS

07 BRISTOL NIGHTLINEby Rebecca Drissi

08 LIVING IN FEARby Andy Paphiti

10 THE MANY FACES OF ANXIETYby Robyn Dean

13 SHEER VANITY

16 CAREERS IN STATISTICSby Amy Brockett

06 BLACK DOG PROJECTby Ruth Byrne

05 PSYCHSOCby Amy Jane Hall

04 CLINSOC: CATCHING UP WITH THE NEW KIDS IN THE SCHOOL

19 TOP 10 PSYCHOLOGY FILMSby Danielle Taffel

HAPPY new year! Our revised layout design is thanks in part to our new

graphic/layout designer Rachel Tung. She is also responsible for the cover and an exciting infographic on Daniel Kah-neman’s Thinking Fast and Slow. To start, we have a quadruple feature showcas-ing the wonderful efforts of student-led projects. The theme is anxiety and fear, beautifully illustrated on our cover. First is an interview of a seminar speaker, Dr. Lucy Bowes, on sibling bullying. Then, we have a scientific exploration of why different situations can provoke differ-ent levels of anxiety. Another poem ap-pears, as well as a personal account of life as an assistant statistician. Lastly, if you want to unwind after exams, the is-sue ends with a breakdown of the top 10 psychology films. Thanks sincere-ly for the efforts of the contributors, the new editorial team and of course the School of Experimental Psychol-ogy for funding/supporting our work.

Enjoy reading!—J

Editor-in-ChiefJulie Lee

Layout DesignJulie Lee

Rachel Tung

Manuscript EditorsRobyn DeanAlex Drake

Andrew GordonJulie GoshevaImogen SmithDanielle Taffel

Cover ArtRachel Tung

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Editorial Team

EDITORIAL

4 VOLUME 2 / ISSUE 2 / PSYCHE PSYCHE / VOLUME 2 / ISSUE 2 5

SINCE its inception last year, ClinSoc has flourished, find-

ing great success as a source of interesting talks centred on clini-cal psychology. Initially intended as a support group for those in the midst of applications, it has expanded dramatically, now boasting 130 members from a mix of backgrounds. The soci-ety was founded as a response to the paucity of resources of-fered by the university for those interested in clinical psychology careers. These days, it is well-established as an academic soci-ety, with a solid place in the de-partment alongside PsychSoc.

Meetings take the form of fort-nightly talks with speakers from a wide variety of backgrounds, including PhD students, nurses and heads of doctorate schemes. By showcasing a line-up of es-tablished clinical psychologists, President Lucy Karwatowska hopes to convey the different ca-reer trajectories available for as-piring clinical psychologists. The society tries to recruit speakers from different areas of speciali-sation such as chronic fatigue syndrome, trauma and HIV.

The diversity is intentional, says Karwatowska, as it allows

attendees to be exposed to more than just the ‘typical’ clini-cal psychologist. Further, this ap-peals to the range of members, from psychologists, to medics, chemists, and even lawyers.

So far, the society has been ac-ademically focused, but Karwa-towska is keen to change that. She hopes to start socials, as she has personally found it most valuable to chat to like-mind-ed individuals in the society. These events may be held with PsychSoc, as they have already collaborated during the At-Bristol Brains event in autumn.

After she graduates next year, Karwatowska hopes the society will remain. She intends to apply for PhDs in neuroimaging her-self, and harness this knowledge of neuropsychiatry by perform-ing clinical research in a prison setting. This illustrates that a passion for clinical psychology doesn’t limit your career options.

If you are interested, check out the next meeting of the society. ClinSoc welcomes sign ups through its website:

www.ubu.org.uk/activities/societies/clinsoc/

ClinSoc catching up with the newcomers at the School


1. Keep going. Don’t lose sight of why you wanted this in the first place.2. Have a Plan B, no matter how determined you are to succeed.

3. Get experience — even the most menial of roles is useful.

TOP THREE TIPS FOR ASPIRING CLINICAL PSYCHOLOGISTSLucy Karwatowska, President of ClinSoc

STARTING as president of PsychSoc this year, I knew

there was a lot to be done. Re-cently, the society has not been very active so the current third year students didn’t get a chance to know each other in our first year. We don’t want the same to happen with the new students, as we know it can be difficult to get to know people in big open units.

We first held a “fresher’s lunch” with lots of free food for all new students, as a chance for them to meet and get to know each other. Then there was the excit-ing bar crawl down Whiteladies road, including students from all years and lots of shots! We then held a very successful parenting night, at which first, second and third years had dinner with their “families” then came for drinks at the Brass Pig, in fancy dress as ‘famous families’, including the Kardashians, the Simpsons, the Royal family and 101 Dalmatians.

Then came the Brain Night at At-Bristol. There were brain dis-

section demonstrations, brain dishes to try and experiments on a cockroach’s leg, as well as a bar, party music and all the usual amazing displays and ac-tivities. You can listen to music through your teeth, see how your eye adjusts to light and make huge bubbles! There was also a film and pizza night where we watched ‘Eternal Sunshine of the Spotless Mind’ and ate huge quantities of free Domi-noes pizza that we won through a RAG competition on Facebook.

This term, don’t forget to look out for the Sciences bar crawl, Sciences ball, careers evening and many more!

All in all, I think the society has been a success this year but we want to continue put-ting on great events. If you have any comments and sug-gestions, please email me at [email protected] .

Amy Jane HallBSc Psychology third year

PsychSoc President of PsychSoc Amy Jane Hall looks back on the

successes of autumn term


BEFORE the age of 15, 1 in 10 young people will develop a

mental health disorder (Office for National Statistics, 2005). De-spite this, it is still largely a taboo subject in our society, entirely ig-nored in the national curriculum. Schools promote physical health with compulsory lessons, but often fail to encourage mental health. We aim to change that.

Black Dog Project is a new initiative run by students at the University of Bristol that offers assemblies in local secondary schools that focus on key men-tal health issues and promote good mental health. Thanks to the tireless work of our volun-teers our assemblies are inter-active, engaging and education-al — with myth-busting quizzes and positive wellbeing pledges.

By providing information on mental health issues we equip young people with the skills to support both themselves and their peers should they feel vulnerable to mental health is-sues throughout their lives. Our assemblies also aim to reduce the stigma of mental health diagnosis.

Nine out of 10 young people

with a mental health problem will experience negative reac-tions to their diagnosis from friends and teachers, often in school. These negative reac-tions lead to a quarter of suf-ferers giving up their hopes and dreams and, for some, their lives (Time to Change, 2012).

Our hope is to start an open and thoughtful discussion of mental health in young people in order to reduce these heart-breaking statistics. Because of the challenges children face at this time of their lives — second-ary school education and the transition to adulthood — it is an opportunity to create a strong support system for those suf-fering or at risk of mental health problems. This is our goal.

If you’d like to learn more about the Black Dog Project or get involved as a volunteer (planning or leading assemblies, creating information leaflets or contacting schools), please email us at [email protected] or like our Facebook page: www.facebook.com/groups/478010718992998

Ruth ByrneBSc Psychology third year

Black Dog Project


A recent national survey shows that 20% of students

consider themselves to have a mental health problem. For-tunately, students can turn to support services such as Night-line, an anonymous and confi-dential listening service which prides itself on being there for students all night, every night.

The Nightline Association advocates that every student should have access to confi-dential, non-judgmental sup-port. From 8pm to 8am every night during term time, trained student volunteers answer the phone at Bristol Nightline, pro-viding a listening and support service to other UoB students. The Bristol Nightline motto, “we’ll listen, not lecture”, is one that embodies every aspect of the service, with volunteer re-cruitment and training geared around this key policy. Anonym-ity of both volunteers and callers ensures a confidential listening service that is non-directive, non-judgmental and non-advisory.

Bristol Nightline volunteers believe that every student should be able to speak openly about their feelings, whatever they may be, in a safe, non-

judgmental environment. Stu-dent volunteers come from all degree course backgrounds and are trained to help callers to reach their own conclusions about any difficulties, big or small, that they may be facing in their lives. Unsurprisingly, Nightline has numerous celeb-rity supporters, including Ste-phen Fry, Dame Judi Dench, Gra-ham Norton and Gordon Brown.

In the words of Dame Judi Dench, “If you are worried, need help, or just want to talk to some-one, call Nightline. It is complete-ly confidential and well worth a phone call”. So, whether your studies are getting you down, you’re struggling with a men-tal health issue or that you’ve fallen out with your flatmates over bin week, you can call Bris-tol Nightline on 01179 266 266.

Bristol Nightline is open every term-time night 8pm-8am.

If you have any questions or

are interested in learning more about volunteering, email us at:

[email protected]

Rebecca DrissiBSc Psychology third year

Bristol Nightline*


AS part of the School of Exper-imental Psychology seminar

series, Dr Lucy Bowes (Univer-sity of Oxford) presented her work on sibling bullying — an under-researched area. She found that people who were bullied by siblings several times a week were both more depressed and prone to self-harm — but not more anxious — than people who were never bullied by their siblings. Andy Paphiti speaks with Dr Bowes about her research and career.

Why does the impact of early life stress on psychological and behavioural develop-ment interest you so much?We all experience stress, but our reactions to it vary enormously. Some people are susceptible to psychological disorders while others can endure even extreme adversity. I’m fascinated to find the cause of these differences.

Your research features social epidemiology, developmen-tal psychology and behav-ioural genetics. How do you use these different methods?Research in this and other ar-

eas is increasingly interdiscipli-nary, which is really exciting. The research is in its infancy right now, but we are using huge samples to look at associations between single genes. My re-search also uses old-school twin methods as they still an-swer questions about changes over time in development and gene-environment interplay.

What was it like to con-duct research with a sam-ple of 6,900 participants?I was fortunate to use data from the Children of the 90s (ALSPAC) study which is based in Bristol and follows the health of 14,500 families since the early 1990s. I encourage everyone to look at the research generated from the ALSPAC study. The sample is a fabulous publically accessible re-source that I started using when working in Bristol as a post-doc-toral researcher. I’ve continued using the sample because it’s so fantastic. The bullying infor-mation was collected when the kids were twelve and we were able to collect information on depression, self-harm and anxi-ety when they were eighteen.

A chat with Dr. Lucy Bowes, University of Oxford

Living inwhy sibling bullying is a serious problem

Fear:


What’s your view on the na-ture-nurture debate of trauma and mental health problems?It’s never one or the other; it’s a complex interplay that will keep many in research for a long time. Disentangling the in-teraction is extremely hard and perhaps fruitless. We should investigate how identical envi-ronments differentially affect people with different genes and the mechanism for these differ-ences. I’m also interested in how gene-type influences the envi-ronments we place ourselves in and how we perceive them.

How do you hope your research will help vulnerable children? I would like my research to translate into interventions. There are some good interven-tions for peer bullying, but these are usually delivered within schools. My research demon-strates the importance of fami-lies, so I would like to see more parents involved in peer bully-ing interventions. Unfortunately, there are only a few sibling bul-lying interventions in the US and none in the UK. I hope sibling bullying can be integrated into existing parenting and family in-terventions in the UK. The lack of sibling bullying interventions mean people are unsupported until cases become severe and prompt a referral to child and ad-olescent mental health services.

When do you think the line between sibling rival-ry and bullying is crossed?It’s a mercy line. There isn’t re-ally a clear distinction. We de-scribe bullying as repetitive intentional harm when there is an imbalance of power. Sib-lings often fight, but have equal power and confrontations aren’t systematic — the weaker sibling isn’t being persistently targeted. Sibling bullying occurs when a powerful sibling repeatedly tar-gets a vulnerable sibling who cannot escape or find support.

What’s the take-home mes-sage from your research?Victims of sibling bullying were twice as likely to develop depres-sion and to report self-harming compared with children not bul-lied by siblings. Although this type of bullying does lead to long-term psychological consequenc-es, more research is needed.

Your education is impres-sive. What advice do you have for aspiring academics?Follow your passion, study top-ics that interest you and find research teams that are dy-namic and give opportunities to young researchers. Also, look for mentors to help you de-velop throughout your career.

Andy PaphitiBSc Psychology first year


On Monday, I had a panic at-tack while giving a presentation to a small group of people I’ve known for years. I was perplexed by this stark contrast in response to anxiety-provoking situations but, from speaking to other sky-divers, I knew I wasn’t alone.

The fight or flight response oc-curs in humans – as well as other animals – in response to stress-ors, and can be advantageous in promoting survival. Symptoms include increased heart rate, nausea, dry mouth, and difficul-ty breathing. These result from the amygdala and hypothala-mus signalling the presence of a stressor by activating the sym-pathetic nervous system (SNS). What ensues is that the adre-nal medulla releases adrenalin and noradrenalin — ‘stress hor-mones’ — into the blood. This has widespread effects, includ-ing increasing lung efficiency,

which then results in greater oxygen supply for the brain and muscles. Simultaneously, the hypothalamus releases cortico-tropin releasing factor (CRF) into the pituitary gland, which acti-vates the adrenal-cortical system and makes the pituitary gland secrete adrenocorticotropic hormone (ACTH). ACTH acts on the adrenal cortex and leads to the release of around 30 other hormones. The fight or flight re-sponse is maintained until the stressor is removed, at which point the parasympathetic nerv-ous system (PNS) begins to re-turn the body to its normal state.

A strong physiological re-sponse to stress would have been potentially life-saving when escaping from predators or hunting. However, for mod-ern day humans, most of these dangers have been eliminated. Who needs adrenaline-fueled strength to bring down their steaks in the Tesco meat aisle, after all? The fight or flight re-sponse hasn’t left us, though, as most of us are familiar with the

ON Sunday, I happily jumped out of a plane

from 15,000 ft, trusting a parachute to save my life.

ANXIETYthe many faces of

Why do you get anxious in some situations but not others?


rush of anxiety in stressful social situations or when walking down a (usually safe) street late at night.

In most people, this response isn’t too problematic and can help in the few dangerous situ-ations they might find them-selves in. However, certain in-dividuals suffer from crippling anxiety in discrete situations. To investigate this, I’ll be com-paring those with social anxi-ety disorder (SAD) and specif-ic phobias, to those termed ‘adrenaline junkies’ — people who actively seek out high-stress situations, like skydiving.

Social anxiety disorder is the most common anxiety disorder, with 12% lifetime prevalence in the United States of America. It involves more than simple shy-ness or worry in social situa-tions; it can be a crippling condi-tion that stops sufferers talking to others or going outside. Of-ten, this is linked with a fear of being evaluated. Social encoun-ters may be scrutinised by suf-ferers for a disproportionate time afterwards to look for flaws in their performance and meth-ods to tackle future problems.

During the social event itself, people with social anxiety disor-der may show fight or flight symp-toms like nausea, breathing dif-ficulties, and sweating. Research supports this as being an inap-propriate and overactive fight or

flight response. For example, an increased amygdala response was found in SAD patients in response to frightening faces and situations (Phan, Fitzger-ald, Nathan, & Trancer, 2006).

As socialisation is present in many human activities, social anxiety disorder can seem to have a generalised effect. In-deed, there is a high comorbidi-ty of SAD with other anxiety con-ditions as well as depression. However, other forms of anxiety are very specific in nature — in-

cluding specific phobias such as agoraphobia, fear of the outside. Sufferers tend to have anxiety over being in particular situa-tions, including being in a crowd or in a closed vehicle, stand-ing in a line, or going to a wide, open area like a field. When dealing with such an event, the symptoms are similar to those seen in fight or flight respons-es to real danger, and in social anxiety disorder. People tend to deal with this by avoiding those situations or dealing with them by taking a trusted companion.

Despite the severity and de-bilitating nature of these anxi-ety disorders, when out of the specifically feared situation, in-

Social anxiety disorder is linked with a fear of being evaluated.


dividuals can behave and feel relaxed. Put differently, individ-uals who tend to be more ‘trait’ anxious by default can still have a similar or lower ‘state’ anxiety level than non-anxiety disorder sufferers. However, it may seem paradoxical for a person with a severe response to one situa-tion, like giving a presentation, to be comfortable in another, such as participating in an extreme sport. After all, aren’t skydiv-ers, snowboarders, rock climb-ers, and other extreme sports-men just adrenaline junkies?

Some studies have linked sen-sation-seeking personalities and low anxiety levels with a ten-dency to participate in extreme sports like rock climbing (Robin-son, 1985; Feher, Meyers & Skel-ly, 1998). In general, theories have worked on the basis that extreme sports are ‘an outlet for “crazy” individuals with an un-healthy relationship to fear, who are pathological in their search for risk or living out a death wish’ (Brymer & Schweitzer, 2013). While anxiety levels may be lower amongst extreme sportspeople, fear and anxi-ety are still felt (Robinson, 1985).

A series of interviews across extreme sports found a ten-dency to want to face their ex-pected fears (Brymer & Sch-weitzer, 2013). Further, Fave, Bassi, and Massimini (2003) have suggested that, contrary

to expectations, the motivation to participate may come from a desire to deal with and man-age their response to risk, in fact improving their self-control. Trait anxiety may predispose individuals to be anxious in a number of circumstances, as shown by the high levels of co-morbidity. However, sensations of fear and anxiety are based on an evolutionarily old system that induces differential re-sponses to different situations.

This can mean that, as well as there being great inter-individu-al variation in responses to anx-iety-provoking situations, there can also be variance within one person in their response to dif-ferent events. On a basic level, this can allow someone who may often be very fearful to en-joy a different ‘risky’ experience, but might go further and offer a way of increasing control and reducing anxiety in other, nor-mally fear-inducing, situations.

In summary, a review of the lit-erature shows that anxiety and fear are multi-faceted experienc-es that are not yet fully under-stood. It is thus important they are examined in relation to the specific anxiety-provoking situa-tion, rather than being thought of as a generalised sensation.

Robyn DeanBSc Psychology third year


She has a Secret Life andin her Secret Life she is a forest fire caught in a rainstorm.In her Secret Life she concerns herself with the kinds of things you don’t talk about at parties,because nobody has time for those kinds of things these days.Hurt feelings, existential confusion, the irresistible urge to just stop trying,lingering numb anger dressed in anightdress stained with discontent and bleached with a borrowed inspirational mantra,curled fingers aching from the weight of the hope that feels more like a tenuous excuse.In her Secret Life she begs The Past to listen and (out of sheer vanity) tries to convince Her that she’s wiser, better, stronger now…(The Past sees right through it.)Sometimes the phone will ring and she’ll expect The Past, she’ll be armed with borrowed comebacks and adrenaline, but instead it’s her mother,from the Real World.And it feels like exploring a brand new dimension, having an unrehearsed con-versation with someone who cares.Soon she’ll remember how to smile, stop painting monsters across her own cheeks, she’ll laughand start to feel at home.But lately it seems the Real World is starting to fall so deeply for her Secret Life that He can’t keep away.Sometimes the Real World will disguise himself as something whimsical just to steal a kiss from Secret Life.Some days it’s hard to tell them apart, hard to find comfort in the limbo be-tween the two;she feels like a footnote on a page,like an emotion swelling at the brim of its glass —wanting so much

to let go.

Sheer Vanity

16 VOLUME 2 / ISSUE 2 / PSYCHE

Statistics in the MODThe role of the Ministry of De-fence (MOD) is to protect the security, independence and interests of the country at home and abroad. Statistical work in the MOD serves a wide range of purposes including:

• Facilitating effective, evidence-based decision making;

• Allowing the department to be appropriately transparent and accountable to Parlia-ment and the public;

• Reporting on the health of Armed Forces Personnel;

• Monitoring and forecasting manpower and equipment supplies;

• Responding to Freedom of In-formation Act requests from the public and journalists and to parliamentary questions from MPs; and

• Surveying military and civilian personnel to measure atti-tudes and experiences.

As well as being highly numer-ate, government statisticians need to be able to think criti-cally about data quality issues and be excellent communica-tors. An undergraduate degree in Psychology can provide a very good grounding in these skills and so, unsurprisingly, many of our current team come from a psychology background.

Amy Brockett is an assistant statistician at the Ministry of Defence and an alumna of psychology at Bristol. Below she reveals what her career is like, and why psychology grads are the perfect candidates.

STATISTICSCareers in

at the Ministry of Defence

Disclaimer: this feature is presented for interest only and does not constitute an endorsement by Psyche

PSYCHE / VOLUME 2 / ISSUE 2 17

More Information & LinksPlease email any questions about

recruitment to DefStrat-Stat-HoPS-Recruitment

@mod.uk

Civil Service Jobshttps://www.civilservicejobs.ser-

vice.gov.uk/csr/jobs.cgi

Government Statistical Service Recruitment

https://gss.civilservice.gov.uk/people-and-careers/jobs/

Civil Service Fast Streamhttps://www.gov.uk/faststream

Ministry of Defence Statistical

Publicationshttps://www.gov.uk/government/

organisations/ministry-of-defence/about/statistics

The MOD as an employerThe main sites for statisti-cians in the MOD are Bristol and London. As a statisti-cian you could be employed as a Statistical Officer, Tem-porary Statistical Officer or an Assistant Statistician.

Statistical Officers are part of the Government Statistical

Service (GSS) and Government Statistician Group, providing a professional community that encourages continuous profes-sional development and gives guidance on professional stand-ards and career progression. There is excellent access to train-ing in statistics and general skills, including the possibility of a fully funded and supported part-time


Recruitment for these posts happens separately from Sta-tistical Officer Recruitment, twice a year. Assistant Statisti-cians are recruited at a high-er grade so starting pay and responsibility level is higher.

Further, there is an expecta-tion that Assistant Statisticians will move posts approximately every year and be willing to take posts in different loca-tions and/or Government De-partments. Candidates must have, or expect to receive, a minimum of a 2:1 degree in a numerate discipline includ-ing formal statistical training.

Posts are advertised on the on The Civil Service Fast Stream Website (previous page).

Amy BrockettBSc Psychology alumna (2014)

Assistant Statistician in Defence Statistics Health Branch

Temporary Statistical Officers are employed at the same grade as Statistical Officers, on con-tracts of up to 48 weeks. These roles can be applied for directly, but may also be offered to prom-ising candidates who need more relevant experience before they are able to demonstrate the level of statistical expertise expected of Statistical Officers. Employees in these roles will be supported to develop their skills and en-couraged to apply for perma-nent positions if that is their aim.

Statistical Officers and Tem-porary Statistical Officers are recruited by the GSS and by the Ministry of Defence directly. The process involves an appli-cation, interview and written test. Candidates must have, or expect to receive, a minimum of a 2:2 degree in a numerate discipline that includes formal statistical training. Posts are advertised on the Civil Service Jobs website and the GSS web-site and recruitment happens frequently throughout the year.

Lastly, Assistant Statisticians are on the analytical stream of the Civil Service Fast Stream.

MSc in Official Statistics. Lastly, there are opportunities to move roles on level transfer between the statistical teams within the MOD and to apply for promo-tion within the MOD and also in other government departments.

TOPPICK


Danielle TaffelBSc Psychology second year

TEN. The Notebook

NINE. Girl, Interrupted

EIGHT. Donnie Darko

SEVEN. The Perks of Being A Wallflower

SIX. Edward Scissorhands

FIVE. The Breakfast Club

FOUR. One Flew Over the Cuckoo’s Nest

THREE. Black Swan

TWO. Eternal Sunshine of the Spotless Mind

ONE. The Shawshank Redemption

Illustrates retrograde amnesia in the context of a Hollywood rom-com. For anterograde amnesia see Dory from Finding Nemo.

Based on a memoir by Susanna Kaysen, who was diagnosed with Borderline Personality Disorder in the 60’s.

Finest characterisation of schizophrenia. Also see A Beautiful Mind.

Portrays a classic explanation of adolescent maladjustment.

Depicts treatment of ‘out-group’ individuals in a classic dark style.

Teens from different social groups forced together in detention.

Based on a book and sparked public outrage at treatment of men-tal health patients, leading to widespread reform.

Shows ballet dancing and eating disorders combined; remarkably accurate to the real life case of Heidi Guenther.

Unwanted memories are selectively erased if characters bring ob-jects that serve as retrieval cues to a clinic.

Highlights several psychology themes. ‘Brooks’ illustrates how institutionalised people may fail to adapt to the outside world without support. Other subtleties include abuse of authority, plausible given the Stanford Prison Experiment. It is not all doom and gloom; ‘Andy’ shows how minority influence can prevail.

TOP 10PSYCHOLOGY FILMS

20 VOLUME 2 / ISSUE 2 / PSYCHE PSYCHE / VOLUME 2 / ISSUE 2 PB

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psyche - vol 2 issue 2

Documents

clinical psychology

psyche psyche volume

clinical psychology

new kids

piring clinical psychologists

different situations

new editorial team

sibling bullying