Idols of the psychologist: Johannes Linschoten and the demise of phenomenological psychology in the Netherlands.

Before and after World War II, a loose movement within Dutch psychology solidified as a nascent phenomenological psychology. Dutch phenomenological psychologists attempted to generate an understanding of psychology that was based on Husserlian interpretations of phenomenological philosophy. This movement came to a halt in the 1960s, even though it had been exported to North America and elsewhere as "phenomenological psychology." Frequently referred to as the "Utrecht school," most of the activity of the group was centered at Utrecht University. In this article, the authors examine the role played by Johannes Linschoten in both aspects of the development of a phenomenological psychology: its rise in North America and Europe, and its institutional demise. By the time of his early death in 1964, Linschoten had cast considerable doubt on the possibilities of a purely phenomenological psychology. Nonetheless, his own empirical work, especially his 1956 dissertation published in German, can be seen to be a form of empiricism inspired by phenomenology but that clearly distanced itself from the more elitist and esoteric aspects of Dutch phenomenological psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Humanistic psychology as "the other": The marginalization of dissident voices within academic institutions.

Explores both the place and displacement of humanistic psychology within institutional contexts ranging from private liberal arts colleges to professional organizations like the American Psychological Association. First, from the perspective of social constructionism, we present the function and marginalization of humanistic psychologists (including existential, phenomenological, human science, transpersonal, and "postmodern" schools of thought) within American academic psychology. Next we consider, from the perspective of A. Schutz's social phenomenology, humanistic psychology's place within academic psychology as "the stranger," both in terms of the fundamental incongruence of "traditional" versus "humanistic" psychological relevance systems and the resulting breakdown of the "interchangeability of standpoints" that normally allows for contemporaries to communicate. The specific nature of these conflicts is then elaborated with reference to M. Heidegger's analysis of the concept of time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is clinical psychology a science?

"Science is a matter of degree of systematic logical organization of phenomena; clinical psychology is a science to a degree that will rise in proportion to such systematization," but its development depends upon creative thinking and a vital matrix of pervasive, sympathetic, and qualitative experiences. A "science of personal human behavior seems more feasible in the domain of deviant (neurotic, psychic) behavior than in mentally healthy behavior. One may predict and logically systematize compulsive (neurotic) behavior, whereas the mentally healthy man is more spontaneous, free, and creative in his personal behavior—hence, in detail, less predictable or logically organizable. A science of clinical psychology seems more realizable (as to detailed prediction) than a science of general healthy personalityp" (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On some elementary philosophical problems of psychology.

Examines 5 elementary philosophical problems of psychology: mind and body, metaphysics, reification, causality, and explanation. These areas were considered (a) "elementary," because most psychologists are familiar with them but do not take them very seriously; (b) "philosophical," because they are not likely to be solved by experimentation; and (c) "problems," because both philosophers and psychologists have given them much consideration but have resolved them in rather different ways. Each problem is described and then discussed in terms of its relevance for psychologists, students of psychology, and informed laymen. Conclusions about the significance of these problems for contemporary psychology are presented. (30 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Phenomenological Research Methods for Counseling Psychology.

This article familiarizes counseling psychologists with qualitative research methods in psychology developed in the tradition of European phenomenology. A brief history includes some of Edmund Husserl's basic methods and concepts, the adoption of existential-phenomenology among psychologists, and the development and formalization of qualitative research procedures in North America. The choice points and alternatives in phenomenological research in psychology are delineated. The approach is illustrated by a study of a recovery program for persons repeatedly hospitalized for chronic mental illness. Phenomenological research is compared with other qualitative methods, and some of its benefits for counseling psychology are identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Re-visioning antebellum American psychology: The dissemination of mesmerism, 1836-1854.

Mesmerism, the French method of treating illness and inducing trance, was introduced to the United States in 1836. A cohort of Americans took to the practice enthusiastically, publishing materials, presenting lectures attended by thousands, conducting empirical investigations, and treating untold numbers of ill people. These practitioners understood their profession addressed the mind, and they often referred to their work as "psychology." The mesmerists speculated about mind-brain links and investigated "interior states," "mental healing," and the controversial "higher mind powers" such as clairvoyance. Antebellum culture is the backdrop for this study of the rise, fall, and dispersion of mesmerism in the United States. Evidence provided warrants a reappraisal of mesmerism's significance for 19th-century psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some similarities and differences among phenomenological and other methods of psychological qualitative research.

Compares the research method of phenomenological psychology to other qualitative research methods such as ethnography, participant observation, grounded theory, dramaturgical interviewing, and content analysis. An attempt is made to identify similarities and differences. As a prelude, the major metatheories with which they are associated (phenomenology and symbolic interactionism) and the related differences between natural science and human science are discussed. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Research in Clinical Psychology.

The author's impression of the factors giving rise to the isolation of research findings from clinical practice is that they do not stem so much from an absence of scientific attitudes or research interests, as they do from qualitative features inherent in much of the research of clinical psychology which do not allow for appropriate utilization of this research in actual practice. There does not appear to be sufficient attention to the peculiar qualitative requirements of clinical research necessary for it to be of optimal value, and the question may be raised as to whether research standards are too lax. We should bring to a close the epoch of clinical research effort aimed at relating few and isolated variables even though the context of such study makes obvious the necessity for comprehensive data collection and analysis. Understanding the "inefficacy" of clinical research appears to necessitate investigation going beyond socio-professional needs and influences into the function of the research activity within the framework of personality. In view of the value and society's investment in research, investigation into the relationship between personality and research activity promises benefits broadly applicable to other professions and situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a general theory for the behavioral sciences.

Since 1949 specialists in various social and biological sciences including "… history, anthropology, economics, political science, sociology, social psychology, psychology, psychiatry, medicine, physiology, and mathematical biology" have met in the attempt to develop a theory "… embracing all aspects of behavior." A number of terms useful in the consideration of theory including "system," "boundary," "subsystems," and "coding" are discussed. Formal models of behavior and homologies with electronic systems are considered. The paper is concerned with specifying and elaborating 19 propositions "… each empirically testable at the levels of cell, organ, individual, small group, and society… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Existentialism, psychology, and psychotherapy.

The basic elements of existentialism and its relevance to psychology and psychotherapy are considered. "Existentialists are concerned with the meaning of life… . The existential analysts emphasize the study of the experiencing individual. Events are looked at in terms of their meaning for the individual… . In an attempt to get at the patient's inner universe of experience, the existential analyst studies how the phenomenological coordinates of time, space, causality, and materiality are experienced… . Logotherapy focuses upon the search for meaning in human existence." If it is approached as an area representing possible suggestions for further study "existentialism may have much to offer and psychology considerable to gainp" (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Celebrating E. L. Thorndike a century after Animal Intelligence.

[The history of psychology] section of [this issue of the] American Psychologist was prepared to celebrate the centenary of the publication of Edward L. Thorndike's 1898 doctoral dissertation, "Animal Intelligence: An Experimental Study of the Associative Processes in Animals." The author explores Thorndike's life and work in animal psychology, educational psychology, and mental testing. Thorndike was a "sane positivist," who believed strongly in the scientific method and the application of the results of scientific research for the betterment of humanity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Manpower trends in three mental health professions.

"It is our purpose… to examine manpower trends in psychiatry, psychology, and social work." Two major problems relating to higher education are: (1) That many bright young people do not receive the training for which they are intellectually competent, and (2) That because of heightened birth rate beginning in the 1940's, a substantial rise in college enrollments can be expected within the next decade. The demand for trained personnel in the field of mental health is considered. Separate sections titled "Psychiatrists," "Psychologists," and "Social Workers" discuss the supply of and need for professional workers within each field. 50-item bibliography. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Qualitative health psychology: Theories and methods.

Reviews the book, Qualitative health psychology: Theories and methods by Michael Murray and Kerry Chamberlain (1999). Qualitative research in health psychology is relatively new but already displays considerable vigour. The 15 chapters of the present book offer wide-ranging examples of the contributions that qualitative research can make to the field of health psychology; they also encourage reflection and debate on the positivist, quantitative perspective that has traditionally dominated health psychology and underpins its epistemological alliance with biomedicine. The editors and authors are to be commended on the overall clarity of the writing, given the many contributors and the plethora of specialized terms introduced in the presentation of diverse methodologies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The continuity of depression in clinical and nonclinical samples.

Historically, depression researchers have examined continuity in terms of whether the symptoms and characteristics of mild, moderate, and severe depression differ in degree along a continuum (i.e., a quantitative difference) or in kind (i.e., qualitative difference). The authors propose a differentiated framework that distinguishes 4 direct tests of continuity (i.e., phenomenological, typological, etiological, and psychometric continuity). They use this framework to suggest that most evidence is consistent with the continuity hypothesis. Moreover, they maintain that the findings of future research can be incorporated into a 2-factor model of depression that allows for both continuities and discontinuities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Humanistic psychology and the humane but tough-minded psychologist.

An analysis of definitions of humanistic psychology that appeared in the original documents establishing the Association for Humanistic Psychology, in books about humanistic psychology, and in editorial policies of the Journal of Humanistic Psychology showed little agreement about the explicit meaning of the phrase, which typically is used in a vague manner. It is argued (a) that a liberal arts background may be useful for psychologists, and in that sense a humanistic perspective is defensible; (b) that "humanistic" practices such as "growth experiences," the activities promulgated by the human encounter movement, "consciousness-raising workshops," and "humanistic psychotherapies" have not been demonstrated to be effective and must be viewed with great caution; and (c) that there is little point in substituting "humanistic" psychology for "wholistic," "gestalt," "systemic," or "organismic" psychology. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Disciplinarity and methodology in intersectionality theory and research.

Comments on the original article, "Intersectionality and research in psychology," by E. R. Cole (see record 2009-04471-001). Cole’s article, says the current author, makes a welcome and valuable contribution to the field of psychology. Particularly useful are the three questions that she posed, highlighting how these questions are relevant and pressing for all researchers, not just those focused on work with subordinated groups. However, there are two additional points that the current author believes need to be addressed as intersectionality moves from the margins of psychology to the mainstream. First, although Cole (2009) nicely traced the history of intersectionality, from feminists of color and critical race theorists to psychology, what the current author found lacking was a discussion about the implications of translating the theory across disciplines. The current author's second point is a methodological one and is related to the disciplinary origins of intersectionality. The current author was surprised to see Cole (2009) discuss at length the role of statistical interactions in intersectionality research. While the current author fully appreciates that Cole may have been attempting to “speak the language” of the vast majority of psychologists, a crucial point about intersectionality research was lost: that qualitative research is central to this approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Critical psychology: An introduction.

Reviews the book, Critical psychology: An introduction edited by Dennis Fox and Isaac Prilleltensky (see record 1997-08663-000). The subtitle of this book implies that it is written for readers unfamiliar with critical approaches to psychology, but it should attract the attention of the already-critical professional as well as the beginner. The student making a first acquaintance with critical psychology will find this book to be a valuable primer, one that synthesizes a large amount of information while avoiding much of the jargon that often weighs down critical methodologies. The book consists of 19 chapters, organized into four sections. Section one, "Critical Overview," gives a general overview of critical methodologies. Section two, "Critical Arenas," is a collection of critiques of established fields in psychology. A third section on "Critical Theories" suggests experimental and novel ways to study psychology, such as hermeneutics, discourse analysis, and feminist research. In the final section, "Critical Reflections," one can perhaps best see the editors' commitment to keeping critical psychology an open system. The editors' decision to end the volume with a reflexive, critical examination of itself, rather than a simple summary, is a large part of what holds this book together. Even if one admires the editors' ability to unite so many different perspectives under the common banner of critical psychology, they have not done so in a manner that treats all psychologies equally. Yet, despite this minor blemish, the book remains a solid piece of work, one that is often inspiring. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gestalt psychology today.

The background of gestalt psychology is traced and relationships of gestalt psychology to physics are indicated. The notion of insight is reformulated. Certain trends in American psychology are not fully approved: "I doubt whether it is advisable to regard caution and a critical spirit as the virtues of a scientist, as though little else counted… . Too many young psychologists, it seems to me, either work only against something done by others or merely vary slightly what others have done before." Human experience in the phenomenological sense requires study. A gestalt view of motivation is presented "in terms of… forces which operate between certain perceptual processes and processes in another part of the brain, where a need may be physiologically represented." With de?mphasis on differences in Behaviorist and Gestalt schools and more emphasis on positive contributions of each, constructive work can be accomplished together. "It would be an extraordinary experience—and one good for psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Microcomputer-assisted qualitative analysis: A research tool for scientist-practitioners.

The potential role of microcomputers in qualitative research in psychology has yet to be explored. Such applications might be of particular value at this time, given recent discussions of the role that more case-intensive methodologies might play in improving the integration of clinical practice and scientific research. In this article I present a rationale for exploring the use of microcomputer-assisted qualitative analysis in psychology, and I describe an approach and a technology for such analysis that is widely accessible to individual scientist-practitioners, regardless of the settings in which they work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and Phenomenology: A Clarification.

Controversies are rampant in contemporary psychology concerning the appropriate method for observing consciousness and the role inner experience should play in psychological theorizing. These conflicting orientations reflect, in part, methodological differences between natural science and human science interpretations of psychology. Humanistic psychology and philosophical phenomenology both employ a human science approach to psychology that seeks to explain behavior in terms of a person's subjective existence. Maslow's and Heidegger's formulations are both fulfillment theories in that they specify moral values that suggest how life ought to be lived. Natural science methodology rejects the possibility that moral imperatives can be validated, whereas human science methodology allows phenomenological convictions to justify recommendations about a fulfilled life and a good society. The social role of psychology is analyzed within the framework of phenomenological convictions and scientific truth. (PsycINFO Database Record (c) 2010 APA, all rights reserved)