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Psychology at E&H teaches skills for success in the 21st century. Our students apply the basic principles of psychology in the lab, community, and the broader world.
Our students do more than attend classes, they:
- conduct independent research and travel to present at conferences.
- can serve as an intern in a mental health clinic, occupational or physical therapy, human resources, school counseling, or other field.
- study psychology abroad and learn how to interact with other cultures.
- refine their critical thinking skills and learn to solve complex human problems, all skills sought after by future employers and graduate schools.
View the Fall 2020 Career Night Video here. Special guests: Connor Carrigan ’17, Jordan Greenburg ’17 & Taylor Henderson ’19.
Degrees
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Bachelor of Arts, Psychology
To provide a general program for students who wish to study a wide range of psychological topics; to prepare students for possible graduate study or employment in human services.
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Bachelor of Science, Psychology
To provide a specialized program for students interested in aspects of psychology that relate to the natural sciences.
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Minor, Psychology
A student may minor in psychology by completing 101, 102, 211, and two additional courses in consultation with the department. Statistics 163 is also required for the minor in Psychology (Statistics 161 or 162 may be substituted).
Student Research
- <h4 class="lw_blurbs_title">Rape Myth Acceptance, Empathy, and Sexism as Predictors of Bystander Attitudes Toward Sexual Violence</h4><div class="lw_blurbs_body"><p> </p><p><picture class="lw_image lw_image6266 lw_align_left"><source media="(max-width: 500px)" type="image/webp" srcset="/live/image/scale/2x/gid/9/width/500/height/375/6266_IMG_2830.rev.1554749500.webp 2x, /live/image/scale/3x/gid/9/width/500/height/375/6266_IMG_2830.rev.1554749500.webp 3x" data-origin="responsive"/><source media="(max-width: 500px)" type="image/jpeg" srcset="/live/image/scale/2x/gid/9/width/500/height/375/6266_IMG_2830.rev.1554749500.JPG 2x, /live/image/scale/3x/gid/9/width/500/height/375/6266_IMG_2830.rev.1554749500.JPG 3x" data-origin="responsive"/><source media="(min-width: 501px)" type="image/webp" srcset="/live/image/scale/2x/gid/9/width/611/height/458/6266_IMG_2830.rev.1554749500.webp 2x, /live/image/scale/3x/gid/9/width/611/height/458/6266_IMG_2830.rev.1554749500.webp 3x" data-origin="responsive"/><source media="(min-width: 501px)" type="image/jpeg" srcset="/live/image/scale/2x/gid/9/width/611/height/458/6266_IMG_2830.rev.1554749500.JPG 2x, /live/image/scale/3x/gid/9/width/611/height/458/6266_IMG_2830.rev.1554749500.JPG 3x" data-origin="responsive"/><img width="611" height="458" alt="Kaylee Widener presents research at the 2019 annual meeting of the Southeastern Psychological Ass..." src="/live/image/gid/9/width/611/height/458/6266_IMG_2830.rev.1554749500.JPG" srcset="/live/image/scale/2x/gid/9/width/611/height/458/6266_IMG_2830.rev.1554749500.JPG 2x, /live/image/scale/3x/gid/9/width/611/height/458/6266_IMG_2830.rev.1554749500.JPG 3x" data-max-w="3200" data-max-h="2400" loading="lazy" data-optimized="true"/></picture><span class="lw_image_caption lw_align_left" style="width: 611px">Kaylee Widener presents research at the 2019 annual meeting of the Southeastern Psychological Association (SEPA) in Jacksonville, FL</span>Sexual violence is an issue on college campuses where is estimated that one-fourth to one-fifth of women have experienced an attempted or completed rape (McMahon et al., 2014). Studies suggest that beliefs about rape, empathy, and sexism may influence the willingness of bystanders to intervene in sexual violence. Direct bystander intervention can help to prevent rape, protect future victims from harm, and provide support for victims after an assault has occurred (McMahon, 2010). Rape myths are stereotypical beliefs about rape that do not accurately reflect the reality of sexual assault such as “she asked for it,” “she lied,” “he didn’t mean to,” and “it wasn’t really rape.” Belief in rape myths may prevent bystanders from taking action if they do not perceive the situation as dangerous or if they believe that victims are to blame (McMahon, 2010). Empathy is also reported to be a factor in the willingness of a bystander to intervene (Bennett & Banyard, 2016). Moreover, individuals who endorse greater sexism are more likely to believe in rape myths. Hostile sexism occurs when someone actively discriminates against a those of another sex due to feelings of superiority, whereas benevolent sexism is more passive in nature and places women in stereotypical roles (Glick & Fiske, 1996). Linear regression analysis using the overall rape myth score and empathy as predictors and bystander attitudes as the criterion variable indicated that these two variables together accounted for 27.9% of the variance in bystander attitude scores. Multiple regression using the two sexism subscales as predictors and rape myth scores as the dependent variable showed that together hostile and benevolent sexism accounted for almost 60% of variance in rape myth belief scores, Results suggest that the likelihood of intervening can be predicted using measures of rape myth acceptance and empathy and that sexism can lead to rape myth beliefs. The relationship between sexism and rape myth acceptance shows that beliefs that place women in inferior or stereotypical roles are related to victim blaming as well as the belief that the perpetrator was not responsible for the rape. Although educational programs may be tailored to prevent rape myth acceptance directly, they can also be updated to target such topics as empathy, bystander attitudes, and sexism.</p></div>
- <h4 class="lw_blurbs_title">The Influence of Patient-Physician Race and Gender Concordance on Patients’ Perceptions of Physicians</h4><div class="lw_blurbs_body"><p><picture><img width="494" height="371" alt="Emilee Young" src="https://www.ehc.edu/live/image/gid/9/width/494/height/371/1892_IMG_7930.jpg" class="lw_image lw_image1892 lw_align_left" srcset="https://www.ehc.edu/live/image/scale/2x/gid/9/width/494/height/371/1892_IMG_7930.jpg 2x, https://www.ehc.edu/live/image/scale/3x/gid/9/width/494/height/371/1892_IMG_7930.jpg 3x" data-max-w="3200" data-max-h="2400" loading="lazy"/></picture></p><p> Emilee Young ’17 examined the role of a physician’s race and gender on patients’ perceptions of the physician’s personal manner and technical skills. Faculty, staff, and students (<em>N</em> = 199) were randomly assigned to complete one of four questionnaires rating a photograph of a physician on courtesy, warmth, respect, knowledge, sensitivity, comfort, carefulness, competence, and thoroughness. The photographs varied by gender and race (i.e., African-American/Caucasian and Male/Female). According to the results, patients do not seem to have a preference regarding the race or gender of their physician. However, results suggest that individuals who express more modern racism are more likely to rate African American physicians and female physicians lower on personal skills and competence. </p></div>
- <h4 class="lw_blurbs_title">Stigmatization of Mental Health Problems in Gender-Typical and Gender-Atypical Disorders</h4><div class="lw_blurbs_body"><p><span><picture><img width="494" height="371" alt="Skyla Renner" src="https://www.ehc.edu/live/image/gid/9/width/494/height/371/1891_IMG_7927.jpg" class="lw_image lw_image1891 lw_align_left" srcset="https://www.ehc.edu/live/image/scale/2x/gid/9/width/494/height/371/1891_IMG_7927.jpg 2x, https://www.ehc.edu/live/image/scale/3x/gid/9/width/494/height/371/1891_IMG_7927.jpg 3x" data-max-w="3200" data-max-h="2400" loading="lazy"/></picture>Skyla Renner ’18</span><span> analyzed people’s attitudes towards individuals with mental illnesses and their gender role beliefs. Replicating Wirth and Bodenhausen (2009), Skyla created four surveys consisting of one case study vignette each. Each vignette described one of the following cases: a man with Substance Abuse Disorder, a woman with Major Depression, a man with Major Depression, and a woman with Substance Abuse Disorder. After reading the case study, respondents rated their feelings of anger, concern, disgust, irritation, sympathy, annoyance, pity, and dislike towards the client described. Respondents then rated how likely they would be to help the client and whether they believed that the client’s diagnosis was biological, genuine, unusual, and/or character defect.</span> <span>Upon responding to the various scales, respondents were asked to indicate whether they had a mental health diagnosis or knew a friend or family member who did; they then were asked to indicate the extent of experience that they had with the diagnosis.</span></p></div>
- <h4 class="lw_blurbs_title">The Role of Workplace Spirituality in Faculty and Staff Organizational Commitment, Occupational Stress, and Satisfaction with Life</h4><div class="lw_blurbs_body"><p><picture><img width="494" height="371" alt="Alan Berry" src="https://www.ehc.edu/live/image/gid/9/width/494/height/371/1888_IMG_3674.jpg" class="lw_image lw_image1888 lw_align_left" srcset="https://www.ehc.edu/live/image/scale/2x/gid/9/width/494/height/371/1888_IMG_3674.jpg 2x, https://www.ehc.edu/live/image/scale/3x/gid/9/width/494/height/371/1888_IMG_3674.jpg 3x" data-max-w="3200" data-max-h="2400" loading="lazy"/></picture></p><p> Alan Berry ’17 examined spirituality in the workplace, with spirituality in this case being defined as a sense of connectedness, belonging, and fulfillment rather than a belief in religion. Alan set out to examine how much workplace spirituality plays a role in staff and faculty satisfaction at a small liberal arts college. Results were similar to previous studies analyzing similar factors of the workplace. Inner life in particular, which measures a person’s hopefulness, awareness of personal values, and concern for spiritual values, seemed to be a common predictor of commitment and happiness. Findings suggest that if employees feel more aligned with the organization’s values, they are more committed and experience less occupational stress. </p></div>
- <h4 class="lw_blurbs_title">The Role of Parental Divorce in Attachment Patterns and Academic Dishonesty Among College Students</h4><div class="lw_blurbs_body"><p><picture><img width="494" height="371" alt="Hannah Doss" src="https://www.ehc.edu/live/image/gid/9/width/494/height/371/1890_IMG_7942.jpg" class="lw_image lw_image1890 lw_align_left" srcset="https://www.ehc.edu/live/image/scale/2x/gid/9/width/494/height/371/1890_IMG_7942.jpg 2x, https://www.ehc.edu/live/image/scale/3x/gid/9/width/494/height/371/1890_IMG_7942.jpg 3x" data-max-w="3200" data-max-h="2400" loading="lazy"/></picture></p><p> Hannah Doss ’17 studied how parental divorce and interpersonal relationships may play a role in college students’ academic dishonesty.</p><p> Research has shown that parental divorce often has a negative influence on attachment patterns in children. Moreover, the attachment patterns developed in childhood often continue to affect relationships in adulthood (Bookwala & Zdaniuk, 1998).</p><p> More recently, research has been found that parental divorce plays a role in students’ academic performance (Storksen, Roysamb, Holmen, & Tambs, 2006). As adolescents, the supervision and parental control that a child experiences has a long-term affect that extends into adulthood (Devore & Ginsburg, 2005). Research has shown that children whose parents have divorced are more likely to experience decreased supervision or receive less attention than children from non-divorced families (Hawkins & Fackrell, 2009).</p><p> The purpose of this study was to look at the potential role that parental divorce and interpersonal relationships may have on academic dishonesty. It also examined college students’ perceptions of parenting styles and compares them to disciplinary practices parents used when the students were children. I hypothesized that parental divorce will play a role in attachment patterns in young adults, which in turn will affect students’ participation in academically dishonest behavior.</p></div>
- <h4 class="lw_blurbs_title">An Analysis of Locus of Control and Intrinsic/Extrinsic Motivation in an Academic Setting</h4><div class="lw_blurbs_body"><p><picture><img width="494" height="371" alt="Brandon Minton" src="https://www.ehc.edu/live/image/gid/9/width/494/height/371/1893_IMG_8009.jpg" class="lw_image lw_image1893 lw_align_left" srcset="https://www.ehc.edu/live/image/scale/2x/gid/9/width/494/height/371/1893_IMG_8009.jpg 2x, https://www.ehc.edu/live/image/scale/3x/gid/9/width/494/height/371/1893_IMG_8009.jpg 3x" data-max-w="3200" data-max-h="2400" loading="lazy"/></picture>Brandon Minton ’18 wanted to examine the potential relationship between locus of control and motivation in an academic setting in the United States. Results suggest that though locus of control and motivation may similarly influence particular traits such as psychological empowerment and innovation performance, the influence of these two variables may be indirect. Future research should consider how the independence of these traits could play a role in influencing other aspects of academic performance or life in the workplace. Studies could examine and compare how locus of control and motivation may vary by setting or whether cultural influence plays a significant role in the development of these traits and how they function. This study adds to the knowledge of locus of control and motivation and has implications for organizational management, training, employee efficiency, and work-life balance.</p></div>
- <h4 class="lw_blurbs_title">The Role of Parent, Peer, and Place Attachment in Adjustment to College Life</h4><div class="lw_blurbs_body"><p><strong><picture><img width="494" height="371" alt="Caroline Taylor presenting at the annual Southeastern Psychological Association" src="https://www.ehc.edu/live/image/gid/2/width/494/height/371/419_Caroline_Taylor.jpg" class="lw_image lw_image419 lw_align_center" data-max-w="640" data-max-h="480" loading="lazy"/></picture></strong><strong>Caroline Taylor ’17</strong> assessed whether attachment to parents/peers impact student adjustment to college. She also examined place attachment to both Emory & Henry College and place attachment to home. Connecting to the way in which students are able to adjust to college in accordance to the ways in which they are attached to parents/peers/place. Knowing how one transitions to college, and is able to adjust to college, is crucial to understand the different approaches that can be made to help students transition to college easier.</p></div>
- <h4 class="lw_blurbs_title">Predictors of Anti-Trans Prejudice in College Students</h4><div class="lw_blurbs_body"><p><picture class="lw_image lw_image6263 lw_align_left"><source media="(max-width: 500px)" type="image/webp" srcset="/live/image/scale/2x/gid/9/width/500/height/375/6263_IMG_2833.rev.1554749016.webp 2x, /live/image/scale/3x/gid/9/width/500/height/375/6263_IMG_2833.rev.1554749016.webp 3x" data-origin="responsive"/><source media="(max-width: 500px)" type="image/jpeg" srcset="/live/image/scale/2x/gid/9/width/500/height/375/6263_IMG_2833.rev.1554749016.JPG 2x, /live/image/scale/3x/gid/9/width/500/height/375/6263_IMG_2833.rev.1554749016.JPG 3x" data-origin="responsive"/><source media="(min-width: 501px)" type="image/webp" srcset="/live/image/scale/2x/gid/9/width/611/height/458/6263_IMG_2833.rev.1554749016.webp 2x, /live/image/scale/3x/gid/9/width/611/height/458/6263_IMG_2833.rev.1554749016.webp 3x" data-origin="responsive"/><source media="(min-width: 501px)" type="image/jpeg" srcset="/live/image/scale/2x/gid/9/width/611/height/458/6263_IMG_2833.rev.1554749016.JPG 2x, /live/image/scale/3x/gid/9/width/611/height/458/6263_IMG_2833.rev.1554749016.JPG 3x" data-origin="responsive"/><img width="611" height="458" alt="Jay Lawson wins a Psi Chi Research Award at the 2019 meeting Southeastern Psychological Associati..." src="/live/image/gid/9/width/611/height/458/6263_IMG_2833.rev.1554749016.JPG" srcset="/live/image/scale/2x/gid/9/width/611/height/458/6263_IMG_2833.rev.1554749016.JPG 2x, /live/image/scale/3x/gid/9/width/611/height/458/6263_IMG_2833.rev.1554749016.JPG 3x" data-max-w="3200" data-max-h="2400" loading="lazy" data-optimized="true"/></picture><span class="lw_image_caption lw_align_left" style="width: 611px">Jay Lawson wins a Psi Chi Research Award at the 2019 meeting Southeastern Psychological Association (SEPA) in Jacksonville, FL.</span></p><p> The transgender community often suffers from negative mental health outcomes as a result of victimization and discrimination (e.g., Bariola et al, 2015); however, few studies have specifically researched predictors of the attitudes that lead to anti-trans prejudice and discrimination. The present study considered anti-LGB prejudice, traditional gender role beliefs, acceptance of stereotyping, gender, levels of interpersonal contact and exposure, attribution of transgender identity, and religiosity as possible predictors of anti-trans prejudice. Greater religiosity, homophobia, acceptance of stereotypes, and endorsement of traditional gender roles were significant predictors of negative attitudes towards transgender individuals The predictors of religiosity (and most particularly ideological religiosity), homophobia, stereotype acceptance, and an endorsement of traditional gender roles suggests that a possible reason that higher levels of these factors may predict negative attitudes is that they may result in socialization that tends toward traditional values and beliefs. With interpersonal contact being a predictor for more positive attitudes, it may be helpful for educational programming to be implemented to better educate individuals on the topic of transgender identity. Both indirect (positive depictions in media) and direct facilitated intergroup contact with transgender individuals could be helpful in this regard. Future research may look into interpersonal contact in its various forms to determine what effect it may have on attitudes towards transgender individuals.</p></div>
- <h4 class="lw_blurbs_title">Psychological Impacts of Coal Mining on Appalachian Communities</h4><div class="lw_blurbs_body"><p><picture><img width="494" height="371" alt="Myranda Staiano" src="https://www.ehc.edu/live/image/gid/9/width/494/height/371/1889_IMG_7943.jpg" class="lw_image lw_image1889 lw_align_left" srcset="https://www.ehc.edu/live/image/scale/2x/gid/9/width/494/height/371/1889_IMG_7943.jpg 2x, https://www.ehc.edu/live/image/scale/3x/gid/9/width/494/height/371/1889_IMG_7943.jpg 3x" data-max-w="3200" data-max-h="2400" loading="lazy"/></picture>The southern Appalachian region of the United States has a long and varied relationship with coal mining. However, wide consideration has not been given to the effects on the psychological well-being of the region’s inhabitants. Myranda Staiano ’18 explores the questions of how and why the mental health of people in Appalachia is affected by coal mining. She is using quantitative and qualitative examinations of depression, anxiety, and quality of life. These measures will be correlated with measures of place attachment, economic impacts of coal mining, levels of solastalgia, and cultural orientation in the region in order to attempt to explain and draw attention to the psychological impacts of coal mining on the region.</p></div>
Meet Our Alumni
- <span class="lw_item_thumb"><a href="/live/profiles/713-kallie-scott-metz"><picture class="lw_image"><source type="image/webp" srcset="/live/image/gid/2/width/345/height/225/crop/1/src_region/0,0,100,157/363_KallieScott.rev.1500390114.webp 1x" data-origin="responsive"/><source type="image/png" srcset="/live/image/gid/2/width/345/height/225/crop/1/src_region/0,0,100,157/363_KallieScott.rev.1500390114.png 1x" data-origin="responsive"/><img src="/live/image/gid/2/width/345/height/225/crop/1/src_region/0,0,100,157/363_KallieScott.rev.1500390114.png" alt="" width="345" height="225" data-max-w="100" data-max-h="157" loading="lazy" data-optimized="true"/></picture></a></span><div class="lw_widget_text"><h4 class="lw_profiles_headline"><a href="/live/profiles/713-kallie-scott-metz"><p> Aspiring to make a difference through medicine, Kallie is driven and devoted to serve.</p></a></h4><div class="lw_profiles_description"><div class="sqs-block html-block sqs-block-html" data-block-type="2" id="block-yui_3_17_2_3_1428668727508_105892"><div class="sqs-block-content"><p> </p><p> “Ut prosim” (that I may serve) has been Kallie’s life motto as long as she could remember and has been a driving force in her academic and career goals. Having graduated with a Bachelor of Science in Psychology on the Pre–Med track, she is currently attending the School of Medicine at Virginia Commonwealth University to pursue a M.D. She said, “I chose to pursue a [undergraduate] degree in behavioral science because I enjoyed the humanistic approach that it provided to my medical interests—fulfilling my desire to understand both the personal/psychological and healthcare needs of my future patients.” Kallie’s passion for patient care can be seen in her Honors thesis research on the “Presentation of Disease Information in Genetic Testing,” which examines the “effects of disease information presentation, specifically treatability and genetic predictability information, on patients’ decision–making in determining whether or not to receive the results of incidental findings from new–generation genomic testing.” </p><p> During her time at Emory & Henry, Kallie served as both a Resident Advisor and Head Resident Advisor in campus housing and as president of the Residence Hall Association. In addition, she was involved in multiple national honors societies including Psi Chi, Cardinal Key, and Phi Eta Sigma. As a member of the Psi Chi Psychology National Honors Society, she presented some of her research at the SEPA Annual Conference in 2014 and was one of sixteen projects to be awarded a Psi Chi Regional Research Award. During what little free time she has, Kallie says she enjoys all things related to summer—afternoon thunderstorms, beach trips, cookouts, fireflies, hammock reading/napping, family get–togethers, traveling, and roller coasters. </p></div></div><div class="row sqs-row" id="yui_3_17_2_1_1500390121633_126"><div class="col sqs-col-5 span-5" id="yui_3_17_2_1_1500390121633_125"><div class="sqs-block image-block sqs-block-image sqs-text-ready" data-aspect-ratio="74.14248021108179" data-block-type="5" id="block-yui_3_17_2_3_1428668727508_46964"><div class="sqs-block-content" id="yui_3_17_2_1_1500390121633_124"><div class="image-block-outer-wrapper layout-caption-below design-layout-inline sqs-narrow-width" id="yui_3_17_2_1_1500390121633_123"><div class="intrinsic" id="yui_3_17_2_1_1500390121633_122"><div class="image-block-wrapper has-aspect-ratio" data-description="pKallie presents her Honors thesis findings on the “Presentation of Disease Information in Genetic Testing.”/p" id="yui_3_17_2_1_1500390121633_121"></div><div class="image-caption-wrapper"><div class="image-caption"></div></div></div></div></div></div></div><div class="col sqs-col-5 span-5"><div class="sqs-block quote-block sqs-block-quote" data-block-type="31" id="block-yui_3_17_2_3_1428668727508_45262"><div class="sqs-block-content"><figure><blockquote> “At the end of my life I want to be able to say I’ve made a difference in the world through the impact I’ve had on those around me.…Medicine is the avenue through which I hope to make my mark on the world. </blockquote>— Kallie Scott ’15 </figure></div></div></div></div></div><a href="/live/profiles/713-kallie-scott-metz" class="link-with-arrow gold">Keep reading</a></div>
- <span class="lw_item_thumb"><a href="/live/profiles/15-amanda-hiner"><picture class="lw_image"><source type="image/webp" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/24_ea19d44a6bf88b46d88fde159122f0ab_f47331.rev.1490710675.webp 2x" data-origin="responsive"/><source type="image/jpeg" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/24_ea19d44a6bf88b46d88fde159122f0ab_f47331.rev.1490710675.jpg 2x" data-origin="responsive"/><img src="/live/image/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/24_ea19d44a6bf88b46d88fde159122f0ab_f47331.rev.1490710675.jpg" alt="Amanda Hiner, Class of 2015 from Vinton, Va., majors in psychology and is a member of the Delta Omicron Pi social sorority." width="345" height="225" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/24_ea19d44a6bf88b46d88fde159122f0ab_f47331.rev.1490710675.jpg 2x" data-max-w="1000" data-max-h="666" loading="lazy" data-optimized="true"/></picture></a></span><div class="lw_widget_text"><h4 class="lw_profiles_headline"><a href="/live/profiles/15-amanda-hiner"><p> Amanda Hiner (’15) Completes Research on Alcohol & First Year Students</p></a></h4><div class="lw_profiles_description"><p> As a student at Emory & Henry, Hiner has completed research on the impact of alcohol use on academic performance of first-year college students. Joined by another student, Elizabeth Scales, she also explores the alcohol use as it relates to socialization. Although their results did not reveal a relationship between academic performance and alcohol consumption, there was a significant correlation between a students need to belong and alcohol consumption.</p><p> Hiner is also conducting research on the relationship between weight perception and suicidal ideation in adolescents. Her findings have shown that compensatory eating behaviors, such as laxative use, vomiting and extreme calorie restriction, are better predictors of suicidal attempts than weight perception alone. The research will be presented at the 2015 annual meeting of the Southeastern Psychological Association at Hilton Head, SC.</p><p> Hiner is currently completing an internship at Mount Rogers Community Service in Marion, Va. under the supervision of Dr. R. Christopher Qualls.</p><p> Ultimately Hiner hopes to help alter perceptions of mental illnesses through her research and internships.</p><blockquote> There is no way I could thank Emory & Henry enough for how much it has done for me. I have been offered so many amazing opportunities, because E&H professors want the best for all of their students. I don’t believe I would have had a fighting chance off of this campus, professionally or in furthering my education, without this institution’s dedicated professors. – Amanda Hiner</blockquote></div><a href="/live/profiles/15-amanda-hiner" class="link-with-arrow gold">Keep reading</a></div>
- <span class="lw_item_thumb"><a href="/live/profiles/16-hannah-taylor"><picture class="lw_image"><source type="image/webp" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/25_3352ba2f2869555aca164cdd562e5444_f47341.rev.1490710878.webp 2x" data-origin="responsive"/><source type="image/jpeg" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/25_3352ba2f2869555aca164cdd562e5444_f47341.rev.1490710878.jpg 2x" data-origin="responsive"/><img src="/live/image/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/25_3352ba2f2869555aca164cdd562e5444_f47341.rev.1490710878.jpg" alt="" width="345" height="225" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/25_3352ba2f2869555aca164cdd562e5444_f47341.rev.1490710878.jpg 2x" data-max-w="1000" data-max-h="666" loading="lazy" data-optimized="true"/></picture></a></span><div class="lw_widget_text"><h4 class="lw_profiles_headline"><a href="/live/profiles/16-hannah-taylor"><p> Hannah Taylor (’15) Exploring Gender Stereotypes</p></a></h4><div class="lw_profiles_description"><p> Hannah Taylor, a member of the E&H Class of 2015 from Atkins, Va. majors in psychology. Using her pet rabbit in an animal therapy program she seeks to help mentally challenged individuals and residents of nursing homes.</p><p> “They love getting to see him (the rabbit), and it warms my heart to see their reactions and how much they enjoy visiting with him. This is one of my passions, because it amazes me how people can connect with animals, and he is always able to put a smile on their face, even if they are having a bad day.”</p><p> Hannah Taylor, a member of the E&H Class of 2015 from Atkins, Va. majors in psychology. Using her pet rabbit in an animal therapy program she seeks to help mentally challenged individuals and residents of nursing homes. “They love getting to see him (the rabbit), and it warms my heart to see their reactions and how much they enjoy visiting with him. This is one of my passions, because it amazes me how people can connect with animals, and he is always able to put a smile on their face, even if they are having a bad day.”</p><p> Taylor says about Emory & Henry: “Emory & Henry is known for its quality education, which is ranked nationally, and when you attend Emory, you know you are getting a great education that you will always take with you. The professors at Emory are also ranked nationally; they do not hand you anything, you really have to earn it. With that being said, even though the professors are tough, they are always there for you and to help you in anyway they can. When you graduate from Emory & Henry College, it is something you can be proud of because you know you have worked very hard for your degree and your achievements. “</p><p> As a student at Emory & Henry, Taylor is currently completing her second internship through Abingdon Health and Rehabilitation in occupational therapy. Her first internship was completed last fall with Highlands Community Services at the Stepping Stones location where she worked primarily with bipolar and schizophrenic individuals. Last spring, Taylor and fellow classmate, Amy Wilson, completed a research project involving gender stereotypes and careers. Although the research did not bear significant findings, Taylor plans to expand her sample group and explore a wider range of demographics.</p><blockquote> Emory & Henry inspired me to become a psychology major, and I am very thankful for that. I love it, and couldn’t imagine majoring in anything else. Emory & Henry also has helped me gain professional contacts through internships. Being able to go out and intern at a future place of work is amazing; you are able to gain valuable experience while getting class credit. It has been an amazing experience for me, and I will always be thankful for it.</blockquote></div><a href="/live/profiles/16-hannah-taylor" class="link-with-arrow gold">Keep reading</a></div>
- <span class="lw_item_thumb"><a href="/live/profiles/704-rachel-dunne"><picture class="lw_image"><source type="image/webp" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,690,390/354_25f3d785419f0eb611f94ba17fd1703d_f1833.rev.1500386495.webp 2x" data-origin="responsive"/><source type="image/jpeg" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,690,390/354_25f3d785419f0eb611f94ba17fd1703d_f1833.rev.1500386495.jpg 2x" data-origin="responsive"/><img src="/live/image/gid/2/width/345/height/225/crop/1/src_region/0,0,690,390/354_25f3d785419f0eb611f94ba17fd1703d_f1833.rev.1500386495.jpg" alt="" width="345" height="225" data-max-w="690" data-max-h="390" loading="lazy" data-optimized="true"/></picture></a></span><div class="lw_widget_text"><h4 class="lw_profiles_headline"><a href="/live/profiles/704-rachel-dunne"><p> Rachel Dunne Finds Unlikely Path in Alaska </p></a></h4><div class="lw_profiles_description"><p> When Rachel Dunne (’04) was a student at E&H, she pretty much set the woods on fire. Lately, she’s been busy putting out fires. This is truly a young woman who knows how to fire up a Liberal Arts degree. </p><p> This is all a corny way of saying that Rachel has been fighting wildland fires in Alaska.</p><p> A double major in Public Policy & Community Service and Psychology, Rachel was a top notch student with a heart intent on making a difference. And it comes as no surprise that she is finding such a creative means of making her way in the world. She wanted to pursue work in the area of disaster relief response after graduate school, but needed job experience. She spent 10 months in the AmeriCorps National Civilian Community Corps doing a lot of work in the Gulf region of the U.S. working on Katrina recovery efforts. She also got sent to a very small town in Arizona where her team was assigned to assistance with brush clearing to prevent wildfires. Her superiors suggested she come back after AmeriCorps for a job.</p><p> While she only intended to do the job for a year, she stayed for two and a half years honing her skills not only in firefighting and prevention but also in coordinating fire response, GIS, HAZMAT, EMT, and learned how to drive a water tender (please Google this to see how impressive this feat is).</p><p> After Arizona she found an opportunity to continue this good work and to see some of the country’s most beautiful land. She considered Big Sky country, but ended up in Alaska because of their unique challenges in fire logistics. She served as a fire logistics dispatcher for the Alaska Fire Service, which is part of the Bureau of Land Management. In this role, she helped get the people, supplies, and aircraft out to remote areas of Alaska for wildland fires.</p><p> As is wont to happen, while in Alaska, Rachel ran smack into another Emory & Henry person! Daniel Griggs (’07) was there doing similar work and putting his geography background to good use. Giving Dr. John Morgan all the credit for getting him the right start, Daniel says he finds working for the fire service very “real” in the sense that there is “immediate need for accurate geospatial information.” He ended up in Alaska because he had always wanted to visit the state, so when he got a job offer in Anchorage he jumped at the chance.</p><p> Rachel says folks in her position work seasonally—putting in 6 months of work and then filling the other half of the year with school, other work, travel, or personal projects and hobbies. While the job sounds pretty cushy, it turns out those six months are pretty demanding. On a fire assignment, dispatchers and firefighters alike usually work 14 straight days of up to 16 hour shifts. In many ways, it’s more of a lifestyle than a job.</p><p> So what happens during those long days? This season, Daniel got sent out to the field as a GIS specialist, providing custom real-time maps of fires for the incident decision-makers. Rachel moved to another dispatch center as an aircraft dispatcher, where she finds the helicopters and planes that support both fires and scientists in interior Alaska and the lower 48. “It’s not every day you get to say, ‘Yeah, I ordered a jumbo jet at work today’,” says Rachel. “The best part of the job is the constant challenge—you never know who is going to call or what they are going to need, and it’s great to be able to say, ‘Sure, I can make that happen,’ even when it means getting people or supplies into parts of Alaska your average tourist will never even think about visiting.”</p><p> With these new job demands, Rachel is less “fire fighter” and more “travel agent” – booking flights into all corners of the state. Whether they are VIPs touring Alaska before making recommendations on energy or land management policy, scientists researching animal habitats and archeological sites, or firefighters protecting Alaska’s assets, everybody knows they’ll have to fly to get to their Alaskan destination. “I may miss the smell of smoke and getting to do things with my own hands, but what I can do with a phone and a radio allows those professionals to make the difference, and I’m proud to be part of their support network.”</p><p> While Daniel will stay on with Alaska Fire Service in Fairbanks for the near future, Rachel plans to move on after this season ends. “What’s next? I don’t know, but if you’d told me I was going to be a firefighter or live in Alaska while I was at Emory, I’d have laughed. I just keep believing in the hope that people can do amazing things when we are willing to take on a challenge, even if it means leaving our comfort zones behind.”</p></div><a href="/live/profiles/704-rachel-dunne" class="link-with-arrow gold">Keep reading</a></div>
- <span class="lw_item_thumb"><a href="/live/profiles/10-amy-wilson"><picture class="lw_image"><source type="image/webp" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/21_2ed779ef8089b2b1801d335b403ef780_f50121.rev.1490707464.webp 2x" data-origin="responsive"/><source type="image/jpeg" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/21_2ed779ef8089b2b1801d335b403ef780_f50121.rev.1490707464.jpg 2x" data-origin="responsive"/><img src="/live/image/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/21_2ed779ef8089b2b1801d335b403ef780_f50121.rev.1490707464.jpg" alt="" width="345" height="225" srcset="/live/image/scale/2x/gid/2/width/345/height/225/crop/1/src_region/0,0,1000,666/21_2ed779ef8089b2b1801d335b403ef780_f50121.rev.1490707464.jpg 2x" data-max-w="1000" data-max-h="666" loading="lazy" data-optimized="true"/></picture></a></span><div class="lw_widget_text"><h4 class="lw_profiles_headline"><a href="/live/profiles/10-amy-wilson"><p> Amy Wilson (’15) is Changing Negative Perceptions </p></a></h4><div class="lw_profiles_description"><p> As a student at Emory & Henry, Amy has completed two internships in physical therapy. The first was a 120-hour internship at Cornerstone Therapy & Balance, where she shadowed both physical therapists and physical therapy assistants in an outpatient setting. The second was at Abingdon Health & Rehabilitation, where she has worked with the elderly in physical therapy, occupational therapy, and speech therapy. By engaging in these practical settings with patients, she hopes to not only assist them with their physical ailments but also, through research and a closer connection to patients, help them overcome negative perceptions that arise from those ailments.</p><blockquote><p> “Emory & Henry has helped me realize what my dreams are and what I need to do to accomplish them. It has helped my confidence and made me realize things about myself that I did not know before. It has pushed me outside my comfort zone too many times to count and that is exactly what I needed.”<br/> Amy Wilson<br/> Class of 2015, Emory & Henry College </p></blockquote><p> “Being at E&H has helped me pursue my dream of being a physical therapist that makes a real difference in people’s lives. That is the reason I decided to become a student here. I have met so many great instructors who are devoted to helping me and are so knowledgeable and passionate about their jobs.” </p></div><a href="/live/profiles/10-amy-wilson" class="link-with-arrow gold">Keep reading</a></div>