Two Assistant Professor Positions at Wake Forest University 

We would like to announce two new Assistant Professor positions at Wake Forest University that will be relevant to some members of the IARR community.

The positions are in Quantitative Methods Within an Open Content Area and will begin July, 2019. We are seeking applicants with comparable expertise in both quantitative methods and a content area that connects to existing strengths of the Department. The ideal candidates will publish and teach in their content area and quantitative methods. The successful candidates will supervise undergraduate research assistants and honors students as well as Masters students.

The Department is in the process of developing a focus in quantitative methods, and the successful candidates should have an interest in taking an active role in the development of quantitative academic programming and activities. We have a strong commitment to the development of a diverse and inclusive educational environment and seek applicants who share this value.

The Department offers BA and research-oriented general MA degrees. Additional information about the Department is available at

Wake Forest University is a private, coeducational institution dedicated to academic excellence in liberal arts, graduate and professional education. The University is ranked among the top thirty national universities by U.S. News and World Report. Wake Forest offers a vibrant intellectual community with a rich cultural life, an impressive array of facilities and an active athletics community. The University has a deep institutional commitment to public service and engagement with the world, as indicated by the motto “pro humanitate.” For quick facts about the University, go to

To apply, please send (1) a cover letter, (2) a vita, (3) a research statement, (4) a statement of teaching philosophy, (5) evidence of teaching effectiveness if available, and (6) a statement addressing past and/or potential contributions to diversity, equity, and inclusion through mentorship, teaching and/or research, to Additionally, at least three signed, confidential letters of recommendation must be sent via email to Please feel free to email with any questions. Applications will be processed from September 10th until the positions are filled.

In order to provide a safe and productive learning and living community, Wake Forest University conducts background investigations for all final faculty candidates being considered for employment.

Wake Forest University welcomes and encourages diversity and inclusion and seeks applications from women and members of underrepresented groups. It seeks to recruit and retain a diverse workforce to maintain the excellence of the University.


Call for Couples Data for Multilab Collaboration

We are seeking collaborators for a large-scale project on predicting relationship outcomes. Our goal is to apply machine learning methods to close relationships data from many different labs, to find out how much variance in relationship quality we are able to predict, and also to uncover the most robust predictors.

Data are eligible for the project if they include:

  • Data collected from individuals in ongoing romantic relationships

  • Both partner's reports (i.e., the data must be dyadic)

  • Relationship satisfaction measured at at least two time points.

  • The first and last time points must be at least two months apart.

If you have a dataset like this, we would love for you and your collaborators to join our authorship team. We will continue to solicit new datasets until October 1.

Please contact Samantha Joel at for more information. You can read more about the project on the Open Science Framework:


Assistant Professor job

New Assistant Professor (Lecturer) position in social/personality psychology at the University of Southampton.


Call for Proposals - Special Issue: Romantic Relationships and Sexuality in Adolescence

Special Issue Journal of Adolescence: Romantic Relationships and Sexuality in Adolescence

The goal of this special issue is to highlight current empirical findings in the areas of adolescent romantic and sexual development from around the globe. While we are open to all topics within the area of adolescent romantic and sexual development, we particularly welcome manuscripts that focus on (a) diversity – broadly defined – including sexual orientation, culture, physical health, (b) vulnerable and understudied populations, © sexuality in the context of romantic relationships, (d) papers that highlight interdisciplinary and/or multimethod perspectives. Manuscript proposals (500 words) are due by email to Manfred van Dulmen ( by September 15th 2018. A subset of proposals will be invited to submit a full manuscript (decision by November 1st 2018). Full manuscripts are due May 1st 2019 and should follow the author guidelines for the Journal of Adolescence ( For further information regarding the special issue or any questions, contact Manfred van Dulmen ( or one of the co-editors (Daphne van de Bongardt (, Sophia Choukas-Bradley ( , or Graciela Espinosa-Hernandez (


Postdoctoral Researcher Position, University of Copenhagen

Position: Postdoctoral Researcher Background: Psychology, Public Health, or Closely Related Discipline Location: Department of Public Health, University of Copenhagen, Copenhagen, Denmark Group: Sexuality and Interpersonal Relationships Research Group (Lead by Gert Martin Hald) Duration of position: 2 years (with possible extension) Salary & benefits: Approx. 38,000 dkk per month + 17.1% pension, salary commensurate with experience. Non-Danish and Danish applicants may be eligible for tax reductions, if they hold a PhD degree and have not lived in Denmark the last 10 years. Social benefits (i.e., social security, health coverage, parental leave). Up to six weeks annual leave. Start Date: Negotiable – Spring/Summer 2019

Description: We are looking for a highly motivated and dynamic researcher with experience in the area of disability/illness and social relations to run an online intervention project entitled: Using Acceptance and Commitment Therapy to Treat Distress Among Older Adults with Sensory Loss and their Spouses. The successful candidate will join a team of researchers specialising in the areas of sensory loss (hearing, vision, and dual-sensory loss) and relationship science, and will be involved in a number of other related projects. As the postdoc, your task will be to set up and maintain partnerships with patient and public organisations, to design and test the intervention along with colleagues, to recruit participants for the study, conduct interviews and survey the respondents, to present at national and international conferences and meetings, to analyse the data and write up the results for publication in scientific journals.

Your Profile Essential: A PhD in a health-related discipline (e.g., psychology, public health, social medicine, gerontology) defended no later than August 2018 A good publication record An excellent command of English (spoken and written) You are independent and able to envision, plan and execute a research project. Ability to conduct both quantitative and qualitative analyses

Desired but not essential: Experience with research on sensory loss (hard-of-hearing, low vision, or deafblind populations) Experience with research on dyads, including recruitment of dyads and dyadic data analysis

Project Summary: Impairments in hearing and/or vision are common in older age. Having lived one’s life as a fully sighted and hearing individual, older adults with sensory loss must come to terms with their declining capacity to interact with others and waning independence. There is ample research evidence showing that sensory loss (i.e., loss of hearing, vision or both) can be a distressful experience for older adults and their spouses, yet little has been done to understand what works in alleviating this distress or develop scalable cost-effective interventions to counter this distress or associated outcomes like depression, anxiety, poor quality of life, and lower relationship quality. In this project, we will design and test an easy-to-administer, online intervention aimed at reducing emotional and marital distress in older adults with sensory loss and their spouses. The goal of our intervention will be to develop acceptance of the sensory loss through a series of Acceptance and Commitment Therapy inspired educational, self-compassion, and therapeutic activities. In prior research, acceptance has been flagged as a promising factor on which to intervene to assist older couples’ emotional and marital recovery in the context of sensory loss.

Contact: Interested candidates can request further information from Christine M. Lehane, PhD:

Application: Applicants should send their CV (including publication record) and evidence of their PhD (or defence date) to no later than August 10th.


Questions for IARR session on open science

In 2018, IARR’s two journals will be implementing the Open Science Foundation’s Transparency and Openness Level 1 guidelines. That is, the journals will be asking researchers who submit articles to the journals to report on whether their research involved in practices including preregistration of hypotheses and analysis plans (that is, submitters are not required to engage in these practices, only to report on whether or not they did).
At the 2018 IARR conference in Fort Collins, there will be a panel discussion that is meant to help researchers understand the reasoning behind the implementation of these guidelines and what this implementation will mean, practically, for submitters to the journals. We will solicit questions over email before the panel and respond to those and other questions as part of the session.
If you have a question that you'd like to see answered at this session about issues like pre-registration, open data, or the journals' policies, please send them to John Caughlin <>, who will be collecting any questions people have and passing them along to the panel (so that we're not just self-selecting the ones we want to answer...thanks John!). Please let John know if you'd prefer your question be passed along anonymously.

2018 IARR Election Results

The 2018 IARR election has just concluded. We are delighted to announce our 5 new Board members. They are:

Susan Boon (Vice President, who will become President in 2020)

Brian Ogolsky (Secretary)

Jen Theiss (Publications Committee)

Rich Slatcher (Member-at-Large)

Chloe Huelsnitz (New Professional)


Congratulations to all of our newest Board members! 

Jeff Simpson

Chair, Election Committee


Call for Participants! Caregiving and Late Life Romantic Partners who Live Apart

The Love After 60 Lab at the University of Missouri is currently recruiting participants for a research study (MU IRB Project #1197909) about the experience of caregiving among late life romantic/dating partners who live apart. Participants must be unmarried and at least 50 years old or older.

Interviews will last approx. 60 minutes. Participants will be entered into a drawing to win $50.00. If you are interested in being interviewed for this study, please contact the research team at or 573.882.4399. You can also visit the study website at to learn more about the project and sign up for the study.


Call for proposals, 2018 NCFR Annual Conference Message

Call for Proposals: 2018 NCFR Annual Conference in San Diego

Submit your proposal by March 1 for the National Council on Family Relations (NCFR) 2018 Annual Conference, planned for Nov. 7–10 in San Diego, California. The conference theme is “Families and Cultural Intersections in a Global Context: Innovations in Research, Practice, and Policies.”

Contemporary families live in a world that is complex, increasingly interconnected, and culturally diverse. NCFR’s 2018 conference will focus on innovative approaches, theories, research, policies, and programs that support and strengthen families in all types of Western and non-Western settings. Possible presentation formats include papers, posters, symposia, workshops, poster symposia, and lightning paper sessions.

Submit your proposal online by 11:59 p.m. Pacific time on Thursday, March 1, 2018. Find more details about the conference and proposal submission at

With questions, please email or call NCFR at 888-781-9331.


Graduate Program at the CUNY Graduate Center

Dear all, If you have students who are interested in applying to graduate school to study close relationships, please alert them to the graduate program in Basic and Applied Social Psychology (BASP) at the CUNY Graduate Center. We have several faculty who study relationships and are interested in taking on graduate students. We would love to see applications from your best and brightest! Please see below for program information. All best, Cheryl

PhD in Basic and Applied Social Psychology at the CUNY Graduate Center

The Basic and Applied Social Psychology (BASP) PhD Program trains and supports rigorous, creative researchers who are well-versed in the traditional canon of social psychology and are committed to innovative and meaningful applied research.

Our program is located at the CUNY Graduate Center, an internationally recognized center of advanced study, a national model for public doctoral education, and a hub for intellectual and cultural programs.

Meet our diverse students and faculty:

WHY CHOOSE BASP? • Nationally and internationally renowned faculty, including:

  • Curtis Hardin, Steven Young, Hanah Chapman; Justin Storbeck

  • Demis Glasford, Catherine Good, Daryl Wout,

  • Kristin Sommer, Cheryl Carmichael, Claudia Brumbaugh,

  • Margaret Bull Kovera, Elisabeth Brauner, Sarit Golub, Virginia Valian

• Competitive funding packages • Program milestones tailored to C.V. building and skill-based professional development • Applied science opportunities in the heart of New York City

SPECIALIZATIONS Social Cognition, Intergroup Relations, Stereotyping and Prejudice, Close Relationships, Persuasion and Attitude Change, Social Identity, Emotion Judgment and Decision-Making, Health Psychology, Psychology and Law

Learn more at: Application Deadline December 1st


Call for Nominees - IARR’s Upcoming Election: Nominations Invited

Please Submit Nominations (including Self-nominations) by February 1, 2018


Each year IARR elects various officers. In 2018, the IARR Elections Committee seeks nominees (including self-nominees) for the following 5 positions:




Publication Committee Chair

New Professional Member


Please submit nominations (including self-nominations) by February 1 to the Elections Committee chair, Jeff Simpson (

Once nominations have been received, the Elections Committee will identify 2 nominees to run for each position. Thus, being nominated does not guarantee one will appear on the ballot. Careful consideration, however, will be given to all nominations.

Prior involvement with IARR is desirable, but not required. All nominees will be reviewed by the Elections Committee to ensure candidates are current IARR members.

Thank you for participating in the nomination process.


The IARR Elections Committee

Jeff Simpson, Chair

John Caughlin

Diane Felmlee

John Holmes

Nickola Overall

Jennifer Theiss


Carnegie Mellon University Assistant Professor (Tenure-Track) Positions

The Department of Psychology at Carnegie Mellon University anticipates making a cluster of tenure-track appointments at the Assistant Professor level over the coming years. We are interested in candidates with a strong grounding in psychological theory, cutting-edge methods, cross-cutting research programs, and high-quality teaching. Our interest is less in specific research areas or methods than in excellence, innovation, and a strong connection to theory-driven research that will facilitate developing a dynamic, successful, and diverse cluster of next generation scientists. For the present hiring cycle we are particularly seeking applicants in the following broad areas:

(1) Social Psychology and Health. We seek applicants with a background in social and/or health psychology. We are open to areas of specialization within these fields. Ideally, applicants will have strong statistical training and quantitative skills.

(2) Cognitive Psychology / Developmental Psychology / Cognitive Neuroscience. We seek applicants addressing issues relevant to human cognition, its development, and its neurobiological basis. We are open to areas of specialization within these fields.

Across all areas of interest, we place high value on programmatic, theory-driven research that contributes to the substantive advancement of the field. Moreover, applicants who have areas of interest that connect areas in our department – cognitive, cognitive neuroscience, developmental, education, and social/health psychology – are especially encouraged to apply.

Successful candidates will join a growing and highly interactive cross-departmental research community invested in human behavior and its psychological and biological bases, as embodied by CMU’s BrainHub, a campus-wide initiative to expand brain research across disciplines, and Simon Initiative, fostering a continuous cycle in which learning science informs educational practice. The Department of Psychology has particularly strong ties to computer science, machine learning, engineering, modern languages, human-computer interaction, philosophy, social and decision sciences, and the Tepper School of Business. Our community is complemented by many collaborations with the University of Pittsburgh, including partnership through the Center for the Neural Basis of Cognition, an interdisciplinary and collaborative research and training center jointly administered across institutions.

Carnegie Mellon is a highly supportive environment for scientists seeking to span disciplines and employ multiple methodologies in their research. Facilities include a state-of-the-art MRI facility, EEG, NIRS, and MEG systems, and large-scale, high-performance computing clusters situated in a highly collaborative environment. Carnegie Mellon offers highly competitive salaries and startup packages in an attractive and highly livable urban environment.

We especially encourage candidates from diverse backgrounds to apply. Completed applications will begin to be reviewed immediately and will be considered on a rolling basis through October 31, 2017. To apply to this position, please see: Questions may be addressed to

Carnegie Mellon University is an affirmative action/equal opportunity employer; we invite and encourage applications from women and minorities. Carnegie Mellon University does not discriminate in admission, employment, or administration of its programs or activities on the basis of race, color, national origin, sex, handicap or disability, age, sexual orientation, gender identity, religion, creed, ancestry, belief, veteran status, or genetic information. Furthermore, Carnegie Mellon University does not discriminate and is required not to discriminate in violation of federal, state, or local laws or executive orders. Inquiries concerning the application of and compliance with this statement should be directed to the vice president for campus affairs, Carnegie Mellon University, 5000 Forbes Avenue, Pittsburgh, PA 15213, telephone 412-268-2056.


Obituary for George Levinger

It is with great sadness that I share the loss of my colleague of many years, George Levinger. As many of you know, George was one of the founders of close relationships theory and research, and his work was instrumental in bringing the study of close relationships into mainstream social psychology.  George died of a heart attack only 12 days after Ann (his wife of 65 years) passed away. Below is their joint obituary.  George and Ann will be greatly missed.

- Paula Pietromonaco

Ann & George Levinger Obituary AMHERST – Ann C. Levinger (1931-2017) and George K. Levinger (1927- 2017), Educators and Psychologists.

When the time came near, Ann's family gathered around her bed and George, her husband of 65 years, sang to her:

Keep the love-light glowing In your eyes so blue Let me call you sweetheart I'm in love with you.

Ann Levinger died peacefully, June 21, 2017, just before sunset on the summer solstice. 12 days later, July 3, George Levinger followed her after his heart suddenly gave out.

United in life in so many ways and on so many levels, Ann and George had adventures all over the world. They reached out and embraced the world, dedicating their lives in service to their family, friends, community and people around the globe. They thought nationally and internationally and engaged in all they did with passion and commitment to their ideals.

Early Years

George Levinger was born February 5, 1927, to a Jewish family in Berlin, Germany. In 1935, his family fled the Nazi regime, first moving to Switzerland and then to London. The family finally entered the United States after a long and winding immigration process, landing on Ellis Island in 1941. At age 16 George enrolled at Columbia University, where he rose to champion chess-player status, placing sixth in the 1944 National Amateur Chess Tournament. He was drafted into the U.S. Army in 1945 and, after completing Japanese language training at the University of Pennsylvania, served in the Army Counterintelligence Corps in Japan.

Soon after his return to New York, he decided to attend graduate school in psychology. He studied Clinical Psychology first at Columbia University and then at the University of California, Berkeley, where he received his masters degree in 1951. He then transferred to the Social Psychology program at the University of Michigan, earning his Ph.D. in 1955.

Ann Cotton was born January 21, 1931, in Laurel, Mississippi, to two loving parents from northern states. Growing up during the Depression in the Jim Crow South, Ann learned to treat others with empathy and respect from the role models around her: her parents, her African American nannies, and her Presbyterian Sunday School teachers. Ann attended the University of Michigan, her father's alma mater, receiving a dual bachelors degree in Psychology and Education in 1952.

Already during these college years, Ann displayed the passion for social justice and civil rights that became her lifelong commitment. During her freshman year at the University of Michigan, she served briefly as the vice president of an interracial Southern Students' Social Club, which attracted national press coverage and stirred controversy back home in Mississippi. As president of the Student Religious Association at the university, she worked on projects that helped the disadvantaged, such as advocating the 1951 Congressional Bill on Wheat for India.

Ann and George met in California in 1950 at the Lisle Fellowship, a program that promoted international understanding among young adults from around the world. They found common spiritual ground between their Jewish and Presbyterian traditions in the Quaker meeting at Ann Arbor, Michigan, spurring their commitment to nonviolence and social activism. They married on June 14, 1952.

Professional and Family Life

After their marriage, Ann and George remained in Ann Arbor while George completed his doctoral studies and took up a postdoctoral research position. George then worked for three years as an Assistant Professor at the Bryn Mawr College School of Social Work and Social Research. In 1960, the family moved to Cleveland, Ohio, where George was an Associate Professor of Social Research at Western Reserve University. In 1965, George became an Associate Professor of Psychology at the University of Massachusetts Amherst (UMass). He was promoted to Full Professor in 1967 and remained at UMass until his retirement in 1992.

Ann taught fifth grade for several years in Ann Arbor before becoming the full-time mother of four boisterous boys born between 1955 and 1962. As a mother, she was known for her creative birthday parties and cakes, her inventive ways of resolving conflicts, and the various ways in which she helped as a school volunteer. In the 1970's, she returned to graduate school, receiving a doctorate in counseling from the University of Massachusetts School of Education in 1982 and a clinical psychology license, and working for 12 years as a school psychologist at Swift River Elementary School in New Salem as well as teaching as an adjunct faculty member at UMass throughout this time.

George did pioneering research on interpersonal attraction and close relationships, publishing dozens of scholarly articles and co-editing or co-authoring three influential books: “Close Relationships: Perspectives on the Meaning of Intimacy”, “Divorce and Separation: Context, Causes, and Consequences”, and “Close Relationships”. He also served as editor of “The Journal of Social Issues” from 1984 to 1987. Ann and George used their own long relationship as a case study for their 2003 jointly authored article “Winds of Time and Place: How Context Has Affected a 50-Year Marriage.”

Activism and Community Service

Ann and George strongly believed in and practiced nonviolence. In Cleveland during the early 1960's, Ann was active in the Civil Rights movement, joining local protests for school and housing desegregation. They were staunch opponents of the Vietnam War, participating in weekly anti-war vigils on the Amherst Common and other local and national demonstrations. In the late 1960's and early 1970's, Ann volunteered as a draft counselor, assisting young men who wished to apply for Conscientious Objector status.

As an academic, George sought to apply his knowledge of interpersonal conflicts to promoting the nonviolent resolution of international conflicts. While teaching at Bryn Mawr, he chaired a Quaker working group that examined alternatives to fighting and war, and he was the lead author of a 1961 booklet titled “The Use of Force in International Affairs.” He continued to publish articles on the psychology of conflict and peace well into retirement.

Perhaps their greatest impact was felt at the local level. Many years after Ann's elementary school teaching in the early 1950's, some of her now-adult students have corresponded with her to thank her for her influence on their lives. Ann and George's volunteer work led to lifelong friendships with their surrogate son Bill Foster and with the Cambodian families that they helped resettle in Amherst during the early 1980's.

After retirement, Ann and George participated actively in the Quaker Alternatives to Violence Project, teaching conflict resolution skills to prison inmates in Massachusetts and Connecticut. Ann led discussion groups with young parents at a local family center, and George became active in an organization sponsoring affordable housing for low-income people, and worked with the National Priorities Project, which critically analyzes federal budget priorities.

They traveled widely around the world. Among their many post-retirement adventures, they spent several months teaching English to schoolchildren in China and Vietnam. And as members of the Mount Toby Friends Meeting in Leverett for 52 years, their kindness and wisdom inspired generations of younger Quakers and other friends.

Ann and George are survived by their four sons and their spouses. Bill and Tracy of Westminster, Jim and Leah of Concord, Matthew and Cristin of Rockville, Marylan, and David and Angela of Santa Rosa, California; along with eight grandchildren; Ann's two sisters, Jane and Nancy and their families in California and Oregon; and George's brother Bernie and his family in Colorado.

A joint memorial meeting for Ann and George will be held Saturday, Sept. 9, at 2 p.m. at Wesley United Methodist Church, 98 North Maple Street in Hadley, MA.

Contributions in their memory may be made to the American Friends Service Committee or the Amherst Survival Center.

To sign a Guest Book, express condolences, share memories and read other obituaries, go to


ASSISTANT PROFESSOR in the Department of Communication Studies: Relationships and Digital Media

The Department of Communication Studies at the University of Kansas is seeking candidates for a tenure-track Assistant Professor position in Relationships and Digital Media with a strong preference for candidates in interpersonal, intergroup, and/or intercultural communication to begin as early as August 18, 2018. The qualifying candidates must have a Ph.D. in Communication or a closely related field. Ideal candidates should study and teach in the area of Relationships and Digital Media with a strong preference for candidates in interpersonal, intergroup, and/or intercultural communication. Methodologically, we seek a quantitative or qualitative scholar in order to expand our ability to support graduate student research. Applicants will be expected to have demonstrated abilities to conduct and publish scholarly research; secure external funding; and effectively teach undergraduate and graduate courses. Areas of research foci could include: the role of digital media in relationship formation, maintenance, and termination; identity processes; online communities; and big data and social behaviors in local, national, and international contexts.

As part of the position, the ideal candidate would teach four courses per academic year related to Relationships and Digital Media at the undergraduate and graduate levels in the Department of Communication Studies. All faculty members are expected to be active in advising. All faculty members are to take their teaching and advising responsibilities seriously and to strive for excellence in the classroom. In addition, the ideal candidate would conduct research in area of Relationships and Digital Media. Tenure-track faculty members are expected to develop and maintain an active research program, which gains national recognition and is advanced substantially beyond the level of the Ph.D. dissertation. This research program should provide solid evidence that the faculty member is a dedicated scholar whose work will continue to develop in depth and importance throughout their career. Tenure-track faculty members are expected to publish in peer-reviewed journals and to present findings at professional conferences.

The Department of Communication Studies at the University of Kansas has a long and distinguished history dating back to 1925. Situated within the College of Liberal Arts and Sciences, the department has approximately 600 undergraduate majors, houses the top-ranked KU Debate program, and runs the Basic Course program, which provides oral communication knowledge and skills to approximately 3,000 students each year. Along with its popular Bachelor’s degree, the Department of Communication Studies also offers M.A. and Ph.D. Degrees. Situated between Kansas City and Topeka on the bluffs overlooking the Kansas river, Lawrence has fiery history, a nationally recognized arts scene, a rich culture, beautiful scenery, incredible arts and entertainment venues, and, of course, a long-standing basketball tradition. The University of Kansas (KU) is located in Lawrence, Kansas, a bustling and progressive college town of around 94,000.

The University of Kansas is especially interested in hiring faculty members who can contribute to the climate of diversity in the College of Liberal Arts and Sciences and to four key campus-wide strategic initiatives: (1) Sustaining the Planet, Powering the World; (2) Promoting Well-Being, Finding Cures; (3) Building Communities, Expanding Opportunities; and (4) Harnessing Information, Multiplying Knowledge. For more information, see

For a complete announcement and to apply online, go to: A complete online application includes the following materials: (1) a cover letter, (2) a curriculum vitae, (3) a teaching philosophy statement, (4) a research statement, and (5) names and contact information for three professional references. Questions may be directed to Professor Adrianne Kunkel, Search Committee Chair, Department of Communication Studies, 102 Bailey Hall, 1440 Jayhawk Blvd., Lawrence, KS 66045-7574; e-mail: Initial review of applications will begin October 2, 2017 and will continue as long as needed ensure a large, high quality, and diverse applicant pool.

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, retaliation, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies and is the University’s Title IX Coordinator: the Executive Director of the Office of Institutional Opportunity and Access,, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785) 864-6414, 711 TTY.


Tenure Track Position at School of Psychology, University of Auckland

We are inviting applications for a lectureship in Health Psychology or Organisational Psychology (equivalent to tenure-track Assistant Professor). Appointees should have a PhD in Psychology or a related discipline, as well as demonstrated research achievements related to Health Psychology or Organisational Psychology. We are particularly interested in applicants who can connect with existing research and teaching strengths in the School (for more information, see our web page at Candidate with a relationship science background with application to health or work contexts would fit well within the school.

Applicants will need to demonstrate a capacity for achieving research excellence, gaining external research funds, and contributing to the development of research and teaching programmes within the School. Appointees should be ready to contribute to teaching in Health or Organisational Psychology. A willingness to contribute to the teaching of Research Methods would also be an advantage. Appointees should also have the capacity to teach students from a variety of cultural backgrounds.

School of Psychology

The School of Psychology is the largest in New Zealand and has international research leaders across a wide range of research fields, including cognitive neuroscience and social, clinical, developmental, behavioural, and evolutionary psychology. We have professional postgraduate programmes in clinical psychology, applied behaviour analysis, and speech science. The School has extensive research space and a significant investment in research infrastructure, and has just moved into a new building with state-of-the-art facilities. We strive to be an inclusive and collaborative community of scholars.

Auckland and New Zealand

The Faculty of Science – School of Psychology

The Faculty of Science at the University of Auckland is the largest and most highly ranked science faculty in New Zealand. The Faculty of Science is ranked among the top 90 science faculties worldwide by the QS World University Rankings. The 10 departments and schools that form the Faculty of Science represent the breadth and diversity of science in our modern world.

Auckland’s harbour setting, magnificent beaches and verdant bush make it a great place to study and work, while the University’s close proximity to New Zealand’s major businesses and hospitals enables staff and students to rub shoulders with leading practitioners in their field. Auckland offers a diverse range of employment and leisure options, including easy access to high quality schools which prepare students extremely well for the transition to university.

Applications close on Saturday 30 September 2017. See here for more information:


IARR Mentoring Program Guidelines

Mission Statement:

The IARR Mentoring Program is designed to serve as an informal forum for graduate students and early career professionals (ECPs) (mentees) to develop a dialogue with more senior scholars in the field (mentors). This dialogue will center on issues related to mentoring and professional development, which is intended to help the mentee make progress toward her/his professional and scholarly goals. Mentors will also benefit by contributing to the development and success of the new generation of relationship scholars, thereby promoting growth in the field. Mentorship is expected to last approximately one year (August 2017-July 2018).

Expectations and Goals:

What to expect. IARR’s Mentoring Program is designed to allow mentees and mentors to mutually establish expectations on a case-by-case basis, rather than setting concrete, program-wide expectations for all mentorships. We encourage mentees and mentors to establish guidelines for the mentoring relationship (e.g., areas for mentoring and frequency of communication) early in their initial interaction (see information regarding “Contact” below). This affords each mentor-mentee pair to flexibly determine how much they hope to get out of their mentoring relationship by setting person-specific outcome goals.

What not to expect. Mentors of graduate students are not expected to act as a second major advisor, or as a replacement for a student’s current advisor at the student’s home institution. For instance, mentors are not expected to become dissertation committee members, readers of mentee’s papers, or statistical tutors.

Mentors are not necessarily expected to serve as a letter writer for future scholarships, fellowships, or academic positions. Advice and discussions will not typically include the level of detail and depth that is expected of a student’s major advisor. Mentors should simply function as an additional source of professional support for students and ECPs.

Below, we have provided a list of potential areas of support for mentoring. Keep in mind that all mentoring relationships are different. Some may involve many of the areas below, while others might center on discussions unrelated to the areas of support given below. 

Suggested areas of support:

Discussions between mentors and mentees may typically fall under broad areas such as:

  • Applying for fellowships/grants
  • Collaborating with other scholars
  • Developing a program of research
  • Engagement in department/institutional service activities
  • Exploring non-academic jobs or internships
  • Managing relationships with academic advisors or supervisors
  • Managing relationships with departmental/organizational colleagues
  • Teaching
  • The publication process
  • Tenure and promotion
  • Work/family balance
  • Writing a thesis/dissertation

The Roles of Mentees and Mentors:

The role descriptions and expectations below are provided merely as a potential guide or helpful suggestion. This information serves as a broad overview of the general expectations of the mentoring relationship.

Mentees.  Mentees should maintain regular contact with their mentors to ensure that the professional relationship remains beneficial. Mentees should be forthcoming about their abilities, interests, goals, and scholarly concerns once they are contacted initially by their suggested mentors. As part of this initial contact, mentees should aim to do the following:

  • Make relevant introductions (e.g., current professional status [year in graduate school or current position as an ECP], background, areas of expertise)
  • Communicate core areas of concern for professional development
  • Clearly communicate strengths and weaknesses to mentor so that appropriate and useful goal-setting can take place.
  • Be clear about expectations of the mentoring relationship so that appropriate and feasible goal-setting can take place.
  • Lay out an overview of current one-year professional development goals.
  • Be receptive to feedback received from mentor, keeping in mind that mentors offer advice informed by their unique experiences.
  • Openly seek mentor’s support when needed or desired. Ask questions and address problems actively as they come up.
  • Be aware and considerate of the expectations, time and availability of their mentor.

Mentors. Mentors are expected to commit to a 1-year mentorship period (August 2017-July 2018). This me ntorship will begin by mentors initiating contact with the mentee as soon as they are paired. As part of initial contact, mentors should aim to do the following:

  • Make relevant introductions (e.g., mentor’s background, current areas of expertise, particular strengths as a mentor, goals and view of mentoring relationship)
  • Elicit the mentee’s goals and expectations and work with her/him to determine whether the mentees expectations are reasonable, and to assess the feasibility and timeline for a mentee’s goals, based on the strengths and limitations of both parties.
  • Be clear about their own expectations of the relationship, what s/he is able and willing to provide, and whether s/he can meet the mentee’s expectation
  • Be supportive, rather than critical or negative in providing feedback and advice.


Mentors and mentees should expect to contact each other about once per month. Contact can occur via any medium that is most effective for both mentors and mentees, including but not limited to email, phone, and Skype/Google Hangouts. Additionally, mentees and mentors are encouraged to schedule a time to meet in person at IARR (and other related) conferences.


Mentoring relationships require trust and open communication between mentors and mentees. Any communications between mentors and mentees should be kept confidential.

Troubleshooting the mentorship:

Occasionally, the mentoring relationship does not work out. There are a number of personal and/or situation reasons that this can occur – mismatch between the styles of the mentor and mentee, communication issues, insufficient participation from one or both parties, situational constraints on participation in the program (e.g., unexpected difficult events, life transitions such as parenthood). If these sorts of issues come up, it is best to first try to address them with the mentor/mentee. If doing so does not help fix things, please contact Natalie Hengstebeck, New Professional Representative Board Member, at Natalie will work with you to try and find a solution.

End of year evaluation:

At the end of the year, both mentors and mentees will be asked to complete a short survey evaluating their experiences with the mentoring program. This survey will primarily be an open-ended narrative-style reflection on each person’s experiences, and is intended to provide information on the strengths and weaknesses of the program across all participants, rather than a systematic evaluation of specific aspects of the program. The evaluation is structured this way because every mentor-mentee relationship will be unique, and many will feature components that others do not share in common. Moreover, all information will be aggregated across those who complete the survey to obtain a general sense of the strengths, weaknesses and the overall effectiveness of the program as a whole rather than evaluation of specific mentees or mentors.

Extending the mentee-mentor relationship:

After the end of the year, mentors and mentees can choose to continue their mentoring relationship informally if both parties agree to do so. At such a time, the mentoring relationship no longer falls under the purview of the IARR Mentoring Program and its guidelines.


Mutual Conditionings of Gender and Love Conference, Denmark

“Mutual Conditionings of Gender and Love” conference, Sandbjerg Manor House, University of Aarhus, Denmark Conference date: 16th-19th October 2017 Organiser: Marianne Schleicher Call for Papers The International Society for the Study of Gender and Love calls for papers on the mutual conditionings of gender and love. The organisers welcome analytical, artistic and theoretical contributions of all formats and from any discipline, as long as every contribution critically grapples with inconsistencies and gaps of knowledge on how gender and love inter- and intra-act. Given the increasing discontent in gender studies with constructivism’s (in)ability to account for material protests against cultural constructions, especially in studies of aging, disability, queer identities, and the environment, we ask if there are new insights from across disciplines to be gained by testing constructivist understandings up against posthuman and new materialist approaches to gender and love. Key questions to be addressed at the symposium will be:

What material and cultural factors condition our experiences, expressions, and representations of gender and love? What may post-constructivist insights contribute to our understanding of our bodily reactions and emotions and of our agency and latitude for subversion? What do these theoretical developments enable in our reflections on our access to intimacy, whether within the frames of hetero- or homosexual marriage, polyamorist or asexual partnerships, or technologically or medically assisted relationships across time, space, age, and ontologies? Do some or all of these insights have the potential to alter our ethical standards towards others, be they human (young, middle-aged or old), animal, otherwise organic and/or inorganic?


Tenure-track position in Social/Personality Psychology at University of Toronto Mississauga

The Department of Psychology, University of Toronto Mississauga (UTM) invites applications for a tenure-stream appointment at the rank of Assistant Professor in the area of Social/Personality Psychology. This appointment will begin July 1, 2018, with the successful applicant joining the department's Health, Adaptation, and Well-Being Cluster (HAWC).

Applicants should demonstrate research excellence in the area of social/personality psychology. Applicants are expected to use multiple methods, including ecologically valid approaches, and utilize advanced statistics in their program of research. Expertise in a distinct methodology or subject area that complements the existing research strengths of our faculty is especially encouraged.

The successful candidate will have received his or her Ph.D. in psychology or related field by the start date of the appointment, or shortly thereafter. He/she must demonstrate evidence of excellence in both teaching and research in Social or Personality Psychology. Evidence of excellence in teaching will be demonstrated through teaching accomplishments, strong letters of reference and the teaching dossier submitted as part of the application. Candidates also must have a record of excellence in research as demonstrated by a record of sustained contributions and publications in respected field relevant academic journals, presentations at significant conferences, awards and accolades, and strong endorsements by referees of high standing.

The successful applicant will be expected to develop and maintain an active, innovative, externally funded program of research and to contribute to the education and training of undergraduate students as well as graduate students enrolled in the tri-campus University of Toronto Psychology Graduate Program. There will be opportunities to collaborate with UTM psychologists in research clusters focused on Behavioural Neuroscience, Developmental Science, Human Communication, and/or Health, Adaptation and Well-being, as well as with researchers on all three campuses of the University of Toronto.

Salary to be commensurate with qualifications and experience.

For more information on the Department of Psychology, UTM please visit us at

Application Information: All qualified candidates are invited to apply online by visiting and click job # 1700999. Applications should include a cover letter, curriculum vitae, teaching dossier (including a statement of teaching philosophy), a statement outlining current and future research interests, and copies of representative publications. All application materials should be submitted online. Please direct questions to: The application deadline is September 18, 2017.

Submission guidelines can be found at: We recommend combining attachments into one or two files in PDF/MS Word format.

Applicants should also ask [at least] three referees to send letters (signed and on letterhead) directly to the department via e-mail to by the closing date. We encourage applicants to use Interfolio for their letters of reference only.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons/persons of colour, women, Indigenous/Aboriginal People of North America, persons with disabilities, LGBTO persons, and others who may contribute to the further diversification of ideas.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.


Assistant teaching-track professor at Carnegie Mellon University in Qatar

See attached announcement for details.


IARR Mentoring Program

Please see the attached flyer with information about the IARR Mentoring Program.

If you are interested in being a mentee or mentor, please complete the appropriate survey in Qualtrics by June 30th, which will assess your interest in the program, goals for the program, and other information that we will use to help identify mentee-mentor pairs.
Survey link for potential mentees:
Survey link for potential mentors:

If you have any questions or concerns, please contact Dr. Ashley Randall (