By Crystal Smith

This summer I participated in three week workshop called the Midbrain Summer Institute in Neuroscience.  Throughout the session we visited faculty from Carleton, St. Olaf, Macalester, and Gustavus.  This program was developed to introduce students to a broad range of research in the Neuroscience field.  At Carleton, we focused on learning, memory and face- processing.  We conducted experiments in Dr. Neiworth’s lab dealing with rats regarding the consolidation process of memory, and observed primate learning behavior.  With Dr. Ohnesorge we had the opportunity to use PsyScope to morph our faces with celebrities and design an experiment for self recognition. 

During our time at St. Olaf, we were introduced to three very different laboratories in the neuroscience field.  In Dr. Muir’s, we examined single-cell recording techniques, and we had the opportunity to see an electrode implantation surgery.  In Dr. Sherman’s lab, we were taught about a unique way that some individuals conceptualize numbers.  Her research deals with how certain people develop a number-form in their minds.  Her research gives evidence that many people will picture where in space a number would be placed on a number form they have created.  In Dr. Dickinson’s, we studied basic conditioning procedures on mice in the alcohol conditioned place preference task.  Here,we were taught how to handle mice and give them injections of ethanol before their training sessions. 

We began our Macalester session by dissecting a sheep brain.  Next Dr. Wiertelak taught us how to conduct a study using rats in the Morris Water Maze.  Our task was to design an experiment using the Morris Water Maze, run the test, and evaluate the results we obtained.  In the latter part of our experience at Macalester we observed another electrode implantation surgery that was done by Dr. Cousens.  Afterwards we discussed how information can be obtained by this electrode using the spike activity that is recorded directly from the brain.  

We ended our three week rotation at Gustavus where we learned about the localization and differentiation of auditory signals with Dr. Wotton.  We participated in a few small studies relating to the auditory system in which we could see interesting phenomenon occur.  We spent the last day of SIN at the University of Minnesota with Dr. Ferragamo, where we became acquainted with imaging techniques such as laser microfluorimetry and confocal microscopy. 

            Overall, I had a wonderful experience participating in the Midbrain SIN.  Throughout the short three week rotation I learned a vast amount of information pertaining to the different methodologies in the Neuroscience field.  I would recommend anyone who has an interest in this field to participate in a workshop similar to this.  Writing a summary of everything I did these three weeks has proven difficult, but not done justice for how much the SIN program has stimulated my interest in Neuroscience. 

Officers for the Gustavus chapter of Psi Chi for the 2005-06 year are: 

Co-President, Chris Rozek

Co-President, Crystal Smith

Co-secretary/treasurer, Rachel Anderson

Faculty advisor is Dr. Wotton

Psi Chi is the National Honor Society in Psychology, founded in 1929 for the purpose of encouraging, stimulating, and maintaining excellence in scholarship and advancing the science of psychology. Watch for information about the Gustavus chapter in future issues of Emil's Epilogue. 

By: Rachel Anderson

          This past summer I had the privilege of being a summer intern at Washburn Child Guidance Center in Minneapolis.  I worked in the Preschool Day Treatment Program, alongside a doctoral-level psychologist and master’s level teacher.  Our classroom had five children between the ages of four and five.  You’re probably thinking that three adults seems like a lot for only five children, but trust me, we needed it!

            First off, the children.  Many days, I took a beating from them.  Literally.  I was spit on (several times, in my hair, on my face…), bit (though it did not penetrate the skin, thankfully), had toys thrown at my head and called just about every nasty name in the book.  One kid, who suffered from depression, would punch himself a lot and threatened to hurt himself a lot (keep in mind, he is only five).  Another boy climbed the countertop, grabbed the bleach bottle, and sprayed it directly into another child’s eyes.  As you can see, these were not ordinary preschool children.  However, they all had reasons for being the way they are, which was something I always tried to keep in mind whenever I felt like going off the deep end.  They all suffered from various emotional-behavior disorders, such as ADHD, childhood depression, post-traumatic stress and PDD (pervasive developmental disorders).  Environmental factors, such as home life, played a substantial role in their mentality as well. Two of them suffered from substantial neglect as infants.  One of the kids, two weeks prior to my arrival, had been involved in a car shooting.  A car in the next lane at a stoplight pulled out a gun and shot at the boy’s car.  The boy’s father got hit, but he is okay.  Almost all of them had a bad family life, a few with instances of domestic and/or child abuse.

For the most part, I did really well with the children.  One time a kid was throwing small rocks at me and spit in my hair…and I didn’t even flinch!  The therapist was very impressed.  In fact, I was impressed at how well I handled it too.  I never cried or freaked out – I normally was able to stay quite calm, despite the chaos.

            The therapeutic technique used at Washburn is very interesting.  They abandoned the behavioral model and now focus on attachment theory.  For them, the goal is establishing secure, consistent relationships between the therapist/teacher and child.  The ultimate goal for the child is self-regulation.  During tantrums or meltdowns, the therapist would help the child verbalize his feelings and learn better coping strategies.  Most of these kids do not know how to properly express their anger, sadness, fear or frustration.  They often physically act out because they don’t have the proper tools to communicate their feelings.  The therapist would often tell the child, after hitting/throwing/etc.: “It looks like you are upset.  You can be upset, but you may not throw toys.  Use your words, not your body.  If you are upset, you can tell me you are upset, but you may not throw toys.”  If the child was using swear words, instead of reprimanding the child, the therapist would use it as therapeutic opportunity.  She would say, “It seems like you know a lot of bad words.  Where did you learn them?  Does Daddy say those words?  How do you feel when Daddy says bad words to Mommy?”  There was a separate room they could use if they were having a meltdown.  It was called the “break room,” in attempts to stray from the negative connotations of words like “time-out.”  The teacher would say, “You’re very angry right now.  You can go in the break room if you need time to get it out of your system.”  If the other kids saw him stomp off to the break room and slam the door, the teacher would say something like “You look worried about Daniel.*  He’s having a tough time today, but we’re going to help him, just like we help each of you when you are having a tough time at Washburn.”  The language used really fascinated me, and I quickly picked up on the phrases they would use.  However, it was challenging a lot, because so much of what they say or do is against instinct.  If a kid throws a toy at your head, your instinct is to yell “Hey! Stop it!” or if someone kicks you, your instinct is to kick them back.  It’s harder to keep a calm voice and composure amidst the chaos.  However, this therapeutic technique seemed to work pretty well with the kids.

Overall, I learned a lot at Washburn.  It was fascinating, fun, yet very challenging and heartbreaking at times, too.  However, over the course of the two months, I was lucky enough to actually observe some positive progress in each child.  The progress was often slow and intermittent, but hey…any progress is better than none at all.  These kids need hope, and someone to believe in them.  Luckily, Washburn does.

For anyone considering children’s therapy, I highly suggest Washburn.  They have some amazing staff and I really believe in their cause.