The scientific study of groups: An editorial.

Group Dynamics: Theory, Research, and Practice seeks to revitalize the link between the scientific study of group dynamics and the application of that scientific understanding in applied settings—particularly those settings involving deliberate attempts to help individuals achieve desired personal and interpersonal change. To accomplish this goal, the editor plans to publish the highest quality theoretical, empirical, and practical articles dealing with groups in general and therapeutic groups in particular. Guidelines are provided for the types of articles being sought by the journal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Restoring continuity: The view from within.

Illustrates continuity and discontinuity through comparison of a female patient's 2 consecutive courses of psychotherapy, the 1st (at age 24 yrs) using drive theory and the 2nd (at age 29 yrs) using the concepts of self psychology. Attention is centered on the manner in which continuity and discontinuity are experienced within the patient and then become a part of that person's ability to redirect, striving toward realizable goals. The manner is examined in which the weakened nuclear self experiences restored cohesion and a renewal of structure building through the response of the therapist to the selfobject needs expressed in the transference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The 75th anniversary of the Journal of Abnormal Psychology: An editorial.

This issue marks the 75th anniversary of Morton Prince's founding of the Journal of Abnormal Psychology, the first issue of which was released on April 1, 1906. The 50th Anniversary issue in 1956 included Henry A. Murray's brief account of the life and work of Morton Prince and also commemorated the 100th anniversary of the birth of Sigmund Freud. On this occasion of the 75th anniversary it seems proper to present a brief account of the history of the Journal of Abnormal Psychology. Since Gordon W. Allport discussed the history of the Journal from 1906 to 1938 (Allport, 1938), the present account will emphasize the changes that have occurred during the last 4 decades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The view from here: Rejoinder to Temoshok.

Replies to the comments of L. R. Temoshok (see record 1996-14854-001) on the article by B. L. Andersen et al (see record 1994-38031-001). The author addresses each of the points brought forth by Temoshok including: use of references, the usefulness of the biobehavioral model, and the availability of research in the cancer area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treatment in corrections: The view from the sceptical middle.

Outlines parallels between developments in psychotherapy research and treatment in correctional settings. It is argued that the current emotionally charged controversy about the effectiveness of treatment of correctional populations stems from the ambiguity of the available data. It is contended that correctional psychologists must conduct sound scientific studies of the efficacy of correctional treatment programs. (French abstract) (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Coding location: The view from toddler studies.

The ability to locate objects in the environment is adaptively important for mobile organisms. Research on location coding reveals that even toddlers have considerable spatial skill. Important information has been obtained using a disorientation task in which children watch a target object being hidden and are then blindfolded and rotated so they cannot track their changing relation to the target. Even toddlers under two years of age search successfully for the hidden object, which shows that they can use geometric features of the spatial environment to determine object location. It has been claimed that these results show innate geometric abilities, but there is evidence that these early spatial skills are not simply geometric. The article presents an overview of experimental findings that provide the basis for a different interpretation of spatial development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The core trauma of incest: An object relations view.

Many of the mysteries of the incest experience revolve around the perplexing nature of the attachment between victim and perpetrator. One purpose of this article is to further professional understanding of the internal psychological experience of the incest survivor. Another purpose is to elucidate the meaning of the incest survivors' attachment and/or passivity with the perpetrator in an effort to liberate victims from society's "blame the victim" attitude. It needs to be understood that much of the incest victim's behavior is a desperate effort to remain attached to her caretakers. The psychoanalytic developmental perspective used here draws from the British object relations school, specifically, the work of D. W. Winnicott (1958, 1965); W. R. Fairbairn (1952); H. Guntrip (1969, 1971); and T. Ogden (1989). The position advanced here is that there is a common core to the trauma of incest for all victims. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comment from the editorial team.

Introduces this first edition of Training and Education in Professional Psychology, and presents a brief history of its development. In addition, many of the individuals involved in the Journal's development are recognized. The editorial team of TEPP hopes that the journal will provide a professional forum for psychologists to exchange ideas and contribute thoughtful investigations about the challenges, the discussions, and the future direction of education and training in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The view from below: Intergroup relations from the perspective of the disadvantaged group.

This study examined how disadvantaged group members perceive and respond to members of a disadvantaged out-group and an advantaged out-group. Three experiments revealed that a disadvantaged out-group was harmed more and seen as more homogeneous when its own performance was similar to or better than the in-group, and when it was in the presence of an advantaged out-group that performed similar to or better than the in-group. Conversely, an advantaged group was harmed more and seen as more homogeneous when its own performance was worse than the in-group, and when it was in the presence of a disadvantaged out-group that performed worse than the in-group. The results were interpreted in a social comparison framework, suggesting that responses to outgroups are influenced by their status and performance as well as the performance of other out-groups in the situation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The view from Simon Fraser University.

Comments on the article by Renner (see record 2007-09069-001), which focuses on the need for change in universities. It is true that universities are in trouble in Canada in the sense that Renner describes, with demands for new services being pressured from the community at the same time that governments are providing less than adequate financial support. Renner's analysis suggests that most universities will conclude that lay-offs will be inevitable, that painful and unthinking across-theboard reductions will take place rather than more reasoned and targetted cuts, and that early retirements will be encouraged; in his view all of these represent crisis responses which do not cut to the heart of the academic problem created by funding shortfalls that will increase in severity until the year 2000. Renner has described a useful proposal. From our experience with very closely allied programs the early-release model he advocates provides a less striking beneficial outcome than might be expected from his projections, although it will provide some relief. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the functions of structural paraphrase: The view from the passive voice.

Presents an integration of concepts from traditional and generative linguistics and a reinterpretation of experimental research in psychology. It is concluded that Chomskyan deep structure captures the semantic commonality between the active and the passive voice. The semantic differences between the voices are attributable primarily to properties of the passive, the active serving as a neutral base by reference to which the passive takes on its significance. This asymmetrical relation between the voices is a reflection of the marked status of the passive vis-a-vis the unmarked active. The functions distinguishing the passive from the active are (a) to allow for emphasis of the logical object and to provide discourse continuity, and (b) to enable the speaker to build a presuppositional infrastructure into his message. Actives are considered to be generally presuppositionally neutral. (52 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The traditional editorial statement.

Earl Hunt writes a brief editorial at the outset of his term, saying what he hopes to accomplish. He believes the Journal of Experimental Psychology has evolved to fulfill a very important role in the scientific literature. Inevitably, and properly, the psychological sciences have specialized. This means that more than ever, there is a need for a publication outlet that spans more than one of the subfields of experimental psychology. He also believes authors who wish to report negative results should provide power statistics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The future of the master's degree in psychology: A view from the outside.

Comments on the plight of those seeking admittance to doctoral training programs in clinical psychology, as described by L. V. Annis et al (1978), from the perspective of one who recently completed the application process without success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experts in court: A view from the bench.

There has been a significant increase in the frequency of expert testimony over the past 25 years in Canada. As such, there has also been an increase in psychological expert testimony. In drawing from his experience as a litigator and judge, and reflecting on the articles by A. D. Yarmey and M. Peters (see records 2001-06561-002 and 2001-06561-003, respectively), the author explains what it is that judges expect of an expert and how experts should be prepared. He also summarizes some of the legal rules concerning expert testimony. Finally, the author considers the future of expert psychological testimony. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The behavioral sciences in medical education: A view from psychology.

Argues that a number of unsolved issues confront the behavioral sciences in medical education and that the most pressing problem is the type of core basic science curriculum that should be provided. The behavioral sciences often seem to fail in their teaching mission because they do not provide that information which can be "converted" into specific clinical skills. Recent studies of behavioral science programs at 9 major medical schools underscore the fact that there is no unanimity of opinion about the material that should be taught to all medical students. Although diversity is valuable because it promotes experimentation with curricula, the behavioral sciences, particularly psychology, should develop a model of the doctor's job which contains the basic information required for primary patient care. Some examples of clinically applicable behavioral science content that could be included in all curricula are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)