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Roger Bibace, Ph.D.Professor Emeritus |
Current Research and TeachingDr. Bibace focuses on partnerships in clinical, educational, and research contexts. These partnerships require symmetrical relationships between professionals and patients, students, and research participants. Lifespan health psychology is one research area of application. In addition, Dr. Bibace applies this partnership perspective to: getting a person's "own story" about their lives; gerontology, including the driving dilemma for older persons; slow-food movement internationally; internet access as a basic right for all citizens of Estonia; cross-cultural value orientations; inventing human rights; and a person's concept of illness through the life cycle of their family in this and other countries. Dr. Bibace's interests and publications in the last decade include the following themes: 1. Decreasing the traditional authority and power in clinical, research, and teaching relationships between clinicians and clients or patients; between researchers and research participants and; between teachers and students. The objective is to facilitate greater symmetry in the relationships between these authorities and their partners. a. Bibace, R. & Leeman, R. (1999). Partnerships in clinical, research, and teaching settings. Stamford, CT: Ablex Publishing Company. b. Comparison between traditional and partnership experimental design. A partnership approach makes it possible for the research participant to ask and answer their own questions for a particular topic, before the researcher asks the participant their questions. In the last phase of the partnership approach to experimental design, the research participant evaluates the study including the interpretations of the researcher about their group results and this particular research participant. c. Applications to clinical, research, and teaching relationships are articulated in diverse chapters in the book. 2. Bibace, R. (2006). Observing the transformation of clinical psychology in the US: Between education and training. European Journal of School Psychology, Vol. 4, No. 2, 153-177. Spells out the persisting tensions between education and knowledge stressed in academia and are compared with training and skills required in clinical practice. 3. Bibace, R. (in press). The Researcher/research participant relationship. In A. C. Basios (Ed.), Cultural lives of women. 4. Bibace, R. (2008). Comparative evaluations. Integrative Psychological Behavior, 42(1), 76-86. Focuses on traditional objective approaches to psychophysics by Weber and Fechner and compares it to the approach of S. S. Stevens who allowed the research participant to use their own "subjective" scale for making judgments. 5. Bibace, R. (2008). Complexities, confusion, choices. In R. Sokol, (Ed.). Relating to environments: A new look at Umwelt. Charlotte, NC: Information Age. Compares the advantages and disadvantages of traditional Correspondence Theories of Truth and Coherence Theories of Truth. 6. Dillon, J., Sagarin, J., & Bibace, R. (in press). Change through psychological distancing activities. Journal of Applied Development Psychology. Discusses how change comes about. Dr. Bibace's current research includes: 1. Case studies on a person's OWN STORY. The objective is to maximize the person's own subjectivity by empowering the other person. 2. Case studies of a death in a family through work at a grief center, The Carriage House. 3. (with Michael Krikonis) Feedback through Student Response Systems in teaching relationships is studied by examining variability over a semester within a person, individual differences within the group, and changes in learning for the group in a whole. Two studies by undergraduates that creatively and intuitively established novel relationships with their research participants in South Korea and China: 1. Yuni Joo, "Formal Modes of Address in South Korea with Older Adults and College Students." 2. Dan Dan Wang replicated a study on Concepts of Illness published in Pediatrics by Bibace and Walsh. |