Mark J Sciutto
Education
- Ph.D., M.A., Hofstra University
- B.A., Villanova University
Teaching Interests
At Muhlenberg, I teach a range of courses across the major that reflect both the scientific foundation and the clinical applications of psychology. In each class I teach, my goal is to facilitate the process of change and transformation for each student and for myself. For students, the process might result in more nuanced understanding of issues, deeper self-reflection or a shift in career aspirations. Whatever form it takes, I continue to be surprised and amazed at the transformations I have seen in students across more than 20 years of teaching.
Meanwhile I have been profoundly changed by my students over the years. They have been a source of inspiration and have challenged me to think differently about learning and the world. This is why I love teaching; each class is a unique journey where all parties grow together. My role as a teacher is to provide the scaffolding for meaningful changes to occur and to create an atmosphere that encourages students to challenge themselves in new ways. I want students to embrace moments of uncertainty. I want them to approach difficult challenges when their initial impulse is to avoid them.
Research and Scholarship
There is a wide range of effective treatments for people experiencing psychological, emotional or behavioral problems. However, a large number of people never seek help or fail to follow through on these treatments. Why might someone avoid or delay seeking help? Why might someone be more open to some treatments than others? My research focuses specifically on two factors that might influence the help-seeking process: misconceptions and stigma.
Over the past 20 years, I have investigated knowledge and misconceptions of attention-deficit/hyperactivity disorder (ADHD). I am particularly interested in how incorrect beliefs about a specific disorder or treatment might influence seeking help. For example, how does the belief that ADHD results from sugar intake influence a parent’s willingness to pursue counseling or consider medication?
In recent years, my classes and my research have focused on two main areas: issues of stigma toward psychological disorders and mindfulness practices in schools.
Stigma. I am particularly interested in how people’s perceptions of specific disorders (e.g., ADHD) and specific treatments (e.g., medication) might shape the help-seeking process. For example, how might the decision to pursue medication influence others’ perceptions of the parent? Do beliefs about specific disorders (e.g., ADHD is not real) shape a parent’s interactions with teachers?
Mindfulness. Over the past several years, my students and I have partnered with a local organization, Shanthi Project, to examine the outcomes of mindfulness practices in schools and other settings. Students in my Mindfulness Intervention Research Seminar and in my research team have worked closely with our community partner to design strategies to help us better understand the potential benefits of these practices and the ways in which research can inform the implementation of these programs. Read more about recent research HERE.
- Abnormal Psychology
- Dana Scholars Directed Studies - Athletics impact by OMP
- Developmental Psychopathology
- Psychological Statistics
- Psychology Internship
- Psychology Internship - Haven House
- Psychology Internship - MALT
- Psychology Internship - Muhlenberg Athletics
- Psychology Internship - PA Mentor / Sevita
- Psychology Internship: Bronxville Schools
- Research Apprenticeship: ADHD Research
- Research Apprenticeship: Neurodiversity Research
- Christian R. and Mary F. Lindback Foundation Award for Distinguished Teaching (2016)
* Denotes Muhlenberg student
Furlong, D.* & Sciutto, M. J. (2020, May). Infodemiology: Mapping ADHD medication use. Poster presented at the annual meeting of the American Psychological Society, Chicago, IL (Virtual).
Sciutto, M. J., Fuerst, V. K.*, Reddy, A.N.*, Mafale, J.*, McCloskey, K. N.*, Siry, K. J.*, & Zollo, A. M.* (2019, August). Treatment decisions and courtesy stigma toward parents of children with ADHD. Poster presented at the annual meeting of the American Psychological Association, Chicago, IL.
Sciutto, M. J., Zollo, A. M.*, Siry, K. J.*, & Fuerst, V. K.* (2018, August). The role of treatment decisions in courtesy stigma toward parents of children with ADHD. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Terjesen, M.D., Sciutto, M. J., Gerardi, N., Esposito, M., Nicosia, V.*, Nazarian, R., Lebowitz, T., & Hicks, A. (2016, August). Single-case methodology in clinical outcome research (1994-2014). Poster presented at the annual meeting of the American Psychological Association, Denver, CO.
Sciutto, M. J., Gonzalez. J. L.*, Grasso, E.*, Donahoe, M. L.*, Fliegelman, M. S.*, & Psillos, A. E.* (2014, August). Neurodiversity and stigma toward autism spectrum disorders. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.
Sciutto, M. J., Allegretti, F.*, Eyzerovich, E.*, Franklin, M. K.*, & Hamilton, E. J.* (2012, August). The relationship of ADHD knowledge and misconceptions to treatment acceptability. Poster presented at the annual meeting of the American Psychological Association, Orlando, FL.
Kanner, S.* D., Sciutto, M. J., & Rudski, J. M. (2011, August). Autistic spectrum disorders, contact, and stigma. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.
* Denotes Muhlenberg student
Published Manuscripts
Sciutto, M. J. (2024, October 31). What’s the secret to thriving at work? 5 keys for ADHD adults. ADDitude. https://www.additudemag.com/what-is-job-crafting-adults-adhd-strengths-work/
Addy, T. M., Sciutto, M.J., & Hagan, E. J. (2024). A consortial community for VITAL faculty: Fostering community, sense of belonging, and teaching excellence. International Journal for Academic Development, 29(2), 201-204. DOI: https://doi.org/10.1080/1360144X.2024.2349032
Sciutto, M. J. (2021). Redesigning and assessing a statistics course: Thinking beyond the pandemic. Scholarship of Teaching and Learning in Psychology. DOI: 10.1037/stl0000291
Sciutto, M. J., Veres, D. A., Marinstein, T. L.*, Bailey, B. F.*, & Cehelyk, S. K.* (2021). Effects of a school-based mindfulness program for young children. Journal of Child and Family Studies, 30, 1516 - 1527. https://doi.org/10.1007/s10826-021-01955-x
Homonoff, Z.*, & Sciutto, M. J. (2019). The effects of obsession type and diagnostic label on OCD stigma. Manuscript under review. Journal of Obsessive-Compulsive and Related Disorders, 23, 100484.
Terjesen, M. D., Sciutto, M. J., & O’Brien, C. (2019). Behavior rating scales and the assessment of ADHD in early childhood: A review of psychometric properties and scale features. Perspectives on Early Childhood Psychology and Education, 4.
Sciutto, M. J., Terjesen, M.D., Kučerová, A., Michalová, Z., Schmiedeler, S., Antonopoulou, K., Shaker, N. Z., Lee, J., Alkahtani, K., Drake, B., & Rossouw, J (2016). Cross-national comparisons of teachers’ knowledge and misconceptions of ADHD. International Perspectives in Psychology: Research, Practice, Consultation, 5, 34 – 50.
Sciutto, M. J. (2015). Using Facebook to supplement participant pools for class research projects: Should we like it? Teaching of Psychology, 42, 157 – 162.
Sciutto, M. J. (2015). ADHD knowledge, misconceptions, and treatment acceptability. Journal of Attention Disorders, 19, 91 – 98.
Sciutto, M. J. (2015). Clinical and counseling psychology. In D. Dunn (Ed.), Oxford Handbook of Undergraduate Psychology Education. New York, NY: Oxford University Press.
Richmond, A. S., Boysen, G. A., Gurung, R. A., Tazeau, Y. N., Meyers, S. A., & Sciutto, M. J. (2014). Aspirational model teaching criteria for psychology. Teaching of Psychology, 41, 281-295.
Sciutto, M. J., Richwine, S., Mentrikoski, J. M.* & Niedzwiecki, K. J.* (2012). A qualitative analysis of the school experiences of students with Asperger’s Syndrome. Focus on Autism and Other Developmental Disabilities, 27, 177 – 188.
Terjesen. M. D. Salhany, J., & Sciutto, M. J. (2009). A psychometric review of measures of irrational beliefs: Implications for psychotherapy. Journal of Rational Emotive & Cognitive-Behavior Therapy, 27, 83-96.
Sciutto, M. J. & Eisenberg, M.* (2007). Evaluating evidence for and against the overdiagnosis of Attention-Deficit/Hyperactivity Disorder. Journal of Attention Disorders, 11, 106-113.
Recent Conference Presentations
Sciutto, M. J. (2022, June). Mind the Gap: Integrating Community-Engaged Teaching and Scholarship. Presented at Elon University’s 18th Annual Teaching and Learning Conference: Educating Engaged Citizens for an Uncertain and Changing World
Sciutto, M. J. (2021, August). Redesigning and Assessing a Statistics Course: Thinking Beyond the Pandemic. Poster presented at the annual meeting of the American Psychological Association (Virtual).
Furlong, D. & Sciutto, M. J. (2020, May). Infodemiology: Mapping ADHD medication use. Poster presented at the annual meeting of the American Psychological Society, Chicago, IL (Virtual).
Sciutto, M. J., Fuerst, V. K, Reddy, A.N., Mafale, J., McCloskey, K. N., Siry, K. J., & Zollo, A. M. (2019, August). Treatment decisions and courtesy stigma toward parents of children with ADHD. Poster presented at the annual meeting of the American Psychological Association, Chicago, IL.
Sciutto, M. J., Zollo, A. M., Siry, K. J., & Fuerst, V. K. (2018, August). The role of treatment decisions in courtesy stigma toward parents of children with ADHD. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Sciutto, M. J. (2018, August). Teaching Introduction to Psychology: Creating coherence among psychology’s diverse specialties. Panel discussion at the annual meeting of the American Psychological Association, San Francisco, CA.
Psychology
Contact: marksciutto@muhlenberg.edu