Letter from the Editors
Staff Articles
- Peer Relationships, Protective Factors, and Social Skill Development in Low-Income Children
- The Effects of Teacher-Student Relationships: Social and Academic Outcomes of Low-Income Middle and High School Students
- Parental Influence on Asian Americans’ Educational and Vocational Outcomes
- Socio-Emotional and Psychological Outcomes: Music Therapy for Individuals with Autism Spectrum Disorders
- Chinese Taoist Cognitive Psychotherapy: A Culturally Appropriate Form of Therapy
New York University’s Applied Psychology Online Publication of Undergraduate Studies, also known as OPUS, is a semiannual publication showcasing the work of undergraduate students in the Applied Psychology program. OPUS was developed by undergraduate students in 2009, and remains a student-driven endeavor: students write, edit, and handle the administrative duties of OPUS. In keeping with the student-driven nature of OPUS, the articles in this semester’s issue truly reflect the diversity of interests of the Applied Psychology students. The topics of these articles range from Tyler Sabourin’s discussion of the suitability of music therapy for treating autism spectrum disorders, to Sophie Barnes’s exploration of the educational challenges low-income students face. Despite the range of topics, a thorough understanding of context and a focus on treatment are common themes throughout this edition.
When writing about psychology in real world settings, it is important to consider the context in which it is occurring in order to fully understand the subject. In her paper, Yimkwan Tsang explores the challenges and considerations of adapting western treatment modalities to Chinese culture. Yimkwan outlines the unique cultural and philosophical context of mainland China that these modalities are being adapted to. This exploration deepens our understanding of the Asian-American immigrant context explored by Donna Poon. Together, these papers provide us with a dual perspective of how these cultures interact. However, context comprises much more than just culture; it is also influenced by socio-economic status. We see this as Sophie Barnes and Emily Gallagher look at peer relationships and teacher-student relationships, respectively, and education. Additionally, we see this as Sarah Collins explores the link between cocaine and schizophrenia and the need for more accessible treatment in low-income communities, and as Magdalena Lewandowska explores the role of social support in aiding adolescent cancer survivors.
Yimkwan’s paper’s focus on treatment types highlights the importance of utilizing the appropriate form of treatment for a specific population. Jillian Shainman’s paper explores how HIV/AIDS patients can benefit from a dual public-health and mental-health perspective, considering how mental and physical well-being interact. Whereas Jillian’s paper focuses on how patient needs require a particular set of considerations, Tyler Sabourin focuses on how music therapy is uniquely suited for assisting people with autism spectrum disorders in emotional identification.
As editors, we see a strong connection between the works selected for the Fall 2013 issue and the Applied Psychology program; linking theory, research, and practice. We would like to congratulate our staff writers and contributors in creating this edition of OPUS, as well as our administrative staff without whom this would not have been possible. We would also like to thank our faculty mentor, Dr. Elise Cappella, who has guided us through the process of creating this semester’s journal.
David Freedman
Kelsey Block
Vera Stiefler Johnson