Cabrini University

Background: Mitigating and adapting to climate change are areas where psychology has promising applications. Recent task forces have recommended several approaches for psychologists to address climate change—including teaching about the intersection of psychology and climate change. Objective: The current study analyzes climate change topics in 36 commonly used introductory psychology textbooks. Method: We identified introductory psychology textbooks from three recent studies and procured electronic copies of each. Using a summative content analysis approach, we developed a list of keywords and analyzed each textbook's climate change mentions in terms of quantity, location, and content. Results: Most introductory psychology textbooks included at least one climate change mention, with substantial variability across textbooks. Climate change was often mentioned in the introduction, as well as social psychology and judgment or thinking chapters. Examples of climate change topics by chapter are provided. Conclusions: Most introductory psychology textbooks included at least some climate change discussion, but textbooks differed substantially in how (and how much) they incorporated climate change topics. Teaching Implications: We offer recommendations to instructors on textbooks with relatively high climate change content as well as textbook publishers and authors for additional ways to infuse climate change topics in future textbooks.

Nick Land (2012) once described hyperstitions as "semiotic productions that make themselves real"stories that actualize themselves and produce their own realities, imagining new futures for us all. As the full effects of human industrial civilization continue to unveil themselves in the anthropocene as the beginnings of a process that will soon render the planet Earth uninhabitable, it becomes essential to track the stories that are developing and expanding their own mutant machinic systems of reproduction, in order to understand what futures will have been available to us. In this chapter we seek to become students of the mechanisms of the replicative processes of some of the hyperstitions that are at work in organizations, individual and collective, of the anthropocene. To do this we will track the imbrication of a series of stories of Thomas the fieldmouse, a meeting about something called "sustainable innovation", and journal entries about a mall that lives forever at the end of the world, in order to understand hyperstitions and the role that they can play in the storying of the future.

Abstract Pre-Christian world views of the animated universe had a profound impact on the developing religion. Especially influential on the tradition known as Roman Catholicism was an understanding and appreciation of sacred space that perfectly captures the sense of omnipresent sacredness—of sacredness in domestic and natural spaces—that is the legacy of pre-Christian habitus. This discussion of Catholic space and the places inhabited by this tradition’s sense of presence, materiality, and aesthetics seeks not a synthesis of “Catholic” space, but of “Catholics’ ” spaces. The chapter invites readers to open their minds to the intrinsic Catholic sensibility of the omnipotent sacredness found in natural and built environments, from the mountains to a special tree to the desert to ecclesiastical and domestic enclosures (from vast cathedrals to home altars), and in the layered decoration that is emblematic of the materialization of Roman Catholic vernacular religion.

The COVID-19 pandemic has seen mass disruptions to healthcare globally. People with cancer are in a vulnerable position, and treatment teams may be anxious in making decisions that try to balance risks associated with malignant disease with those of potential exposure to COVID-19. In addition, palliative care is likely to have experienced significant burdens during the pandemic. As a result of COVID-19 disturbances, people with cancer and their caregivers may have increased stressors and therefore poor outcomes. The aim of this study was to explore the experiences of people with cancer and their caregivers during the COVID-19 pandemic, with the aim to inform future oncology practice during infectious crises. This qualitative study had 2 stages. Stage 1 involved key informant interviews (n = 16) conducted with healthcare professionals working in cancer care. These were used to inform the stage 2 interview guide for participants who had cancer or were caregivers of someone with cancer (n = 19). Data were thematically analyzed using NVivo. Five interconnected themes were identified from the interviews: uncertainty and vulnerability, constraints and restrictions, isolation and disconnection, burdens and stressors, and adaptability and resilience. Across themes, complexity and diversity in experience were demonstrated. The findings suggest cancer concerns outweigh those associated with the COVID-19 pandemic. Many difficulties experienced by healthcare professionals and people with cancer during the COVID-19 pandemic were related to social isolation. Provision of psychosocial and spiritual telehealth services should be increased. It is important during times of crisis to pay attention to those who are most vulnerable.

As educators and students navigated the changes amid COVID-19 and the switch to on-line learning, there became a critical need to identify and address the challenges experienced by all. This chapter highlights the findings and recommendations of a study that surveyed over 400 educators to gather their perceptions of the barriers presented by COVID-19 and their experiences as they adjusted to educating students during a pandemic. The COVID-19 Educator Impact Survey developed by the researchers focused on educators' perceptions of the impact of COVID-19 on instructional practices, emotional health, and student learning. Innovative practices to create a more equitable education with the intentional inclusion of Trauma Informed Practices and the newly created Guideposts for Trauma Informed Strategies are described. These guideposts can serve as recommendations for stakeholders with the goal of reimagining pedagogical practices and educational policies including trauma informed frameworks related to equity, access, and social-emotional learning skills for vulnerable populations.

The National Leadership Council for Liberal Education, America’s Promise (2007) proposed integrative learning as one of four areas of essential learning outcomes students should develop during their collegiate experience. Traditional assessment of integrative learning has focused on the evaluation of student work. In this study, we designed a pre- and post-test tool based on the Association of American Colleges and Universities Integrative Learning VALUE Rubric introducing integrative learning to students while measuring prior student experiences connected to this topic. This instrument helps to provide a comparative analysis of students’ integration of learning throughout their participation in a learning community.

Global crises that jolt entire systems, such as the COVID-19 pandemic, can place groups, organizations, and communities in volatile, uncertain, complex, and ambiguous (VUCA) environments that affect all sectors of society, having potentially disastrous effects including high morbidity and mortality rates, political upheaval, and extensive disruption of entire economic systems, causing damage that can last for months or even years. Effective leadership is a pivotal organizational commodity in times of normalcy, and it becomes increasingly critical during crises and the subsequent environments of discontinuous change. There has been a consistent level of international criticism regarding national, state, local, and corporate leadership during the COVID-19 crisis. This chapter explores the leadership challenges associated with highly chaotic environments and introduces an advanced model of leadership—shock leadership—and leadership development framework necessary for higher leader reliability and effectiveness in disasters and other crises.