I have a responsibility to supervise undergraduate student theses in psychology at King's University College. I am also sometimes allowed to supervise undergraduate theses for students registered in the honours specialization in psychology at Western University. I also sometimes take Independent Studies students both from King's and Western. I have Master’s level member status at the School of Graduate and Postdoctoral Studies, Western University, which allows me to supervise master's theses and co-supervise doctoral dissertations. So, if you fit into any of those categories and are interested in my areas of expertise, then come and talk to me to see if we can work something out.
My philosophy is that a thesis is a student's independent research project from conceptualization, through design, data-gathering, data-analyses, presentation of results, and writing. My job is to intervene as necessary for pedagogical purposes. Students can choose whatever topic in the area of consciousness studies they want as long as it is doable and they do not hurt anyone. If students wish, they can adopt projects from my research agenda described on my research projects page or I can suggest other topics that may be of interest to them.
I have a laboratory at King's University College that is equipped with a computer and some furniture. Software on the computer includes DirectRT that can be used for taking reaction time measures and SPSS and RStudio for statistical analyses. I also have a Psyleron REG-1 Professional Edition electronic random event generator that students can use. The Department of Psychology pays the research costs for thesis students registered at King's University College. For other projects, we can usually come up with something that doesn't come with any financial costs.
My students regularly present their work at academic conferences as posters or talks and, on average, about one out of four projects ends up published in a paper. This is the list of publications with student work:
Fleming, P. (1985). The application of computers in teaching language skills to autistic children. The Saskatchewan Psychologist, 85(2), 19–24.)
Johnson, G. (1990). Telepathic dreams. Consciousness Review, 1, 37–46.
Jewkes, S. & Barušs, I. (2000). Personality correlates of beliefs about consciousness and reality. Advanced Development: A Journal on Adult Giftedness, 9, 91−103.
Heintz, L. & Barušs, I. (2001). Spirituality in late adulthood. Psychological Reports, 88, 651−654.
Woods, K. & Barušs, I. (2004). Experimental test of possible psychological benefits of past-life regression. Journal of Scientific Exploration, 18(4), 597−608.
Lukey, N. & Barušs, I. (2005). Intelligence correlates of transcendent beliefs: A preliminary study. Imagination, Cognition and Personality, 24(3), 259−270.
Wammes, M. & Barušs, I. (2009). Characteristics of spontaneous musical imagery. Journal of Consciousness Studies, 16(1), 37−61.
Bal, M. & Barušs, I. (2011). Perceived parental attachment and achievement motivation. Psychological Reports, 109(3), 940−948.
Barušs, I. & Rabier, V. (2014). Failure to replicate retrocausal recall. Psychology of Consciousness: Theory, Research, and Practice, 1(1), 82−91.
Barušs, I., van Lier, C., & Ali, D. (2014). Alterations of consciousness at a self-development seminar: A Matrix Energetics seminar survey. Journal of Consciousness Exploration and Research, 5(11), 1064−1086.
Undergraduate Theses & Independent Study Projects
Beliefs about reality and the phenomenology of introspection, John Miedema, 1991 (co-supervised with Dr. D. Humphrey)
Imaginal activity in wakefulness and lucid dreams, Heather Andrews, 1991 (co-supervised with Dr. S. Davies)
Moral Reasoning and Affect: The Effect of State Anxiety, Induced by Point of View and Dilemma Impact, on Moral Reasoning, Randal Williams, 1992 (co-supervised with Dr. J. Havelka)
Photic stimulation and altered states of consciousness, Scott Wright, 1997 (co-supervised with Dr. S. Davies)
Personality correlates of beliefs about consciousness and reality, Sonya Jewkes, 1999
Spirituality in late adulthood, Lisa Heintz, 1999
Intelligence correlates of beliefs about consciousness and reality, Nicole Lukey, 2003
Changes in psychological well-being associated with childbirth, Rebecca Webster, 2003
Psychological effects of past-life imagery, Kellye Woods, 2003
Characterizing feelings of reality, Lee-Anna Sangster, 2004
Personality, spirituality, and the experience of elevation, Sarah McNichol, 2005 (co-winner of King's thesis award)
Profanity as an addictive behaviour, Rob Horvath, 2005 (co-winner of King's thesis award)
The stages of the will: An investigation of Roberto Assagioli's model of the will, Matt Hayter, 2005
Existential intelligence: A preliminary study for the development of a new construct, Colleen Iascone, 2006
The role of anomalous phenomena in psychological well-being: A correlational study, Mike O'Reilly, 2007
The characteristics and correlates of spontaneous musical imagery, Mike Wammes, 2007
The effect of disidentification on authenticity of life purposes, Barbara Zboinska, 2007
Perceived parental attachment and achievement motivation free from fear of failure, Mena Bal, 2009
Personality correlates of human/machine interactions, Lindsay Morris, 2009
The role of perceived interpersonal closeness and receiver collaboration in anomalous information transfer, Patrick Gruggen, 2010
The effects of instruction on anomalous human-machine interaction, Jennifer Leandro, 2010
Materialist vs. transcendent: Implicit beliefs on the nature of reality, Asha Howard, 2011
Dream incubation as a method of problem solving, Jennifer Stewart, 2011
Spirituality as a mediator for the relationship between personality and death anxiety, Damian Cieslak, 2011
The associations among tchnology use, mindfulness, and psychological well-being, Naremaan Matti, 2012
The relationship between extraversion and performance on retroactive facilitation of recall task, Vanille Rabier, 2012
Determining the Relationship between Belief in Free Will and Self-Regulation, Robert Nowosielski, 2013
Examining Changes in Well-Being Associated with a Matrix Energetics Seminar, Carolyn van Lier, 2013
Investigating the Effects of Matrix Energetics, Diana Ali, 2013
Exploring Big Data Analytics: Predictors of Psychological Well-Being in a Canadian Sample, Canaan Legault, 2014
Surrendering to the Vine of the Soul: Ayahuasca Shamanism as a Logotherapy, Maria Paula Rayo Gomez, 2016 (winner of King's thesis award)
Direct Mental Influence on Random Event Generators, Tayzia Collesso, 2017
An Experimental Test of the Effect of Visualization on the Human-Machine Interface for a Random Event Generator, Maria Forrester, 2017
Finders Course Alumni Survey I, Kelsey Thomas, 2018
Finders Course Alumni Survey II, Kelsey Thomas, 2019
How mathematicians think, Jordan Kritzinger, 2019
Graduate Research Projects
An empirical examination of contemporary American spiritualist mediumship at Lily Dale, New York, Diana Ali, Major Research Project for MA in American Studies, Western University, 2018
Policy Regarding Letters of Recommendation
1. Please provide me with your request for a letter for recommendation at least 2 weeks before the deadline when the letter is due.
2. Please provide me with all of the information that I need for writing a letter at least two weeks before the deadline when the letter is due. This information includes the exact name of the program and the degree to which you are applying, the details of the manner in which I am to deliver the letter to the university, a copy of your official university transcript, your curriculum vitae or resume, any statements of interest or other written material that you are providing to the university to which you are applying, an explanation for me of why you are applying to that particular program and why you think they should accept you into it.
3. Please note that the letters of recommendation are written confidentially for the university to which you are applying and are not shared with applicants.
Recommendations for students to help me to write strong letters of recommendation
1. Do what you agree to do.
2. Do what you agree to do by deadline.
3. I take attendance in every class so come to class and participate.
4. When I tell you to fix something, fix it promptly to the best of your ability. I have been teaching for 50 years and have graded thousands of student assignments and examinations, and I am an editor for 2 academic journals and have served as a reviewer for another 19 journals and organizations so I have considerable experience evaluating academic work, so when I point out that something needs to be fixed, then it needs to be fixed.
5. In anything that you do, do not just put in the minimum amount of effort that you think you can get away with.
© 2015-20 Imants Barušs