On starting points and priorities: A rejoinder.

Responds to the reply by L. T. Hoshmand and J. Martin (see record 1997-02285-002) to S. C. Yanchar and K. B. Kristensen's comments (see record 1997-02285-001) on Hoshmand and Martin's (see record 1995-28533-001) proposal for a naturalistic epistemological approach to psychological science. Hoshmand and Martin argue that in Yanchar and Kristensen's stance toward some aspects of their proposal, they have attributed to Hoshmand and Martin a relationship between theory, method, and data that they do not hold. According to Hoshmand and Martin, in making their case Yanchar and Kristensen have objected to empirical means of evaluation, and essentially undermined their own argument. The authors clarify their position by responding to these claims. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Redefinitions of the science-practice relationship without a framework for unity will fail.

Comments on L. T. Hoshmand and D. E. Polkinghorne's (see record 1992-21300-001) article on redefining the science–practice relationship. Contrary to Hoshmand and Polkinghorne's position, it is suggested that the common-sense language of practice needs to be connected to the systematic language of the relevant basic science. Important activities in psychology are currently separated because the connections have not yet been established, not because they are incommensurate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Culture, psychotherapy and counseling: Critical and integrative perspectives.

Reviews the book, Culture, psychotherapy and counseling: Critical and integrative perspectives (see record 2006-00543-000) edited by Lisa Hoshmand. Lisa Tsoi Hoshmand points out in a new book she has edited, Culture, psychotherapy and counseling: Critical and integrative perspectives, framing the culture concept in this way trivializes and distorts the significance of "the cultural," both for psychotherapists and for psychologists more generally. In this volume, Hoshmand and her contributors both explicate and perform a much broader understanding of what culture is, and of the ways in which it inescapably does (and should) influence psychotherapeutic and counseling theory and practice. Most notably, she highlights the ways that personal history, sociopolitical context, social change, and globalization all influence an individual's cultural identity; as a corollary of this, she asserts, "the internalized culture and identity of a given individual cannot be presumed on the basis of ethnic origin and cultural tradition". In spite of the limitation, virtually all of the chapters blend personal history, theoretical reflection and clinical material in interesting ways that enhance the reader's appreciation of the many contexts that surround and infuse the therapeutic encounter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology's ethics of belief.

Comments on S. L. Jones's (see record 1994-29392-001) attempt to steer away from conventional habits of discourse toward a discussion of metaphysical and moral issues in general and of the relationship between religion and psychology in particular. Hoshmand contends that what Jones failed to address fully are individual differences in the epistemic styles, and personal–developmental and cultural influences on the ethics of belief. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Moral Dimensions of Globalization.

Responds to the comments by L. T. Hoshmand (see record 2003-08988-012) and J. Aros (see record 2003-08988-013) on the article by J. Arnett (see record 2002-18352-003) regarding the psychology of globalization. In this response, Arnett discusses the moral implications of globalization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Epistemology is more than method: A reply to Yanchar and Kristensen.

Responds to S. C. Yanchar and K. B. Kristensen's (see record 1997-02285-001) comments on L. T. Hoshmand and J. Martin's (see record 1995-28533-001) proposal for a naturalistic epistemological approach. Further clarification of the proposal is provided and implications for the development of a theory of method and issues of communal evaluation and intelligibility are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for scientist-practitioner employment settings.

Comments on C. D. Belar and N. W. Perry's (see record 1992-21285-001), L. T. Hoshmand and D. E. Polkinghorne's (see record 1992-21300-001), and J. J. Sullivan and R. P. Quevillon's (see record 1992-21308-001) articles affirming a commitment to the scientist-practitioner model for training practicing psychologists. An important limitation, it is noted, is the lack of postgraduate employment that supports the internalization of the scientist-practitioner role. Organizational models are needed to compliment interdisciplinary work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the role of theory in the postmodern integration of science and practice.

Comments on L. T. Hoshmand and D. E. Polkinghorne's (see record 1992-21300-001) article on redefining the science–practice relationship. Missing from their work is an account of the restrictions placed on theory by positivism. The challenge of postmodernism is not to look beyond theory for an assumption-free discovery of practitioner understanding but to expand the mechanistic and stage-based theoretical repertoires to include context-sensitive models of embodied psychological processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some scientist-practitioners do.

Comments on the argument of L. T. Hoshmand and D. E. Polkinghorn (see record 1992-21300-001) that psychological practice should inform science to the same degree that science informs practice. Based on a survey of 121 faculty members in programs accredited by the American Psychological Association, 65% reported practice activity. The authors agree that the problem involves a much more complex integrative task that goes beyond simply recognizing knowledge gained in practice settings as valid. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and religion.

Replies to comments by L. T. Hoshmand, B. L. Cox, H. Aguinis and M. Aguinis, L. C. Ward, and A. S. Weiss (see PA, Vols 43513; 43509; 43507; 43524; and 43525, respectively) regarding Jones's (see record 1994-29392-001) rejection of claims that religion and science are separate and mutually exclusive. Jones contends that he was not trying to establish that religion and science are equivalent, but rather that the barriers between religion and science are sufficiently permeable to allow a dialogue at their interface. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

I think I canp I think I canp Reconsidering the place for practice methodologies in psychological research.

Psychologists have an array of research methodologies at their disposal as they seek to answer theoretical or applied questions. Methodologies often describe reasons why one methodology is superior to another. Such discriminations are only true in general, and with respect to a certain perspective on scientific acceptability (e.g., in controlling threats to internal validity). But one research method's superiority to another may vanish in certain circumstances, with particular populations, for use with practical problems and so forth. Recent research using alternative ("softer") research methodologies (i.e., self-report measures of behavior, retrospective pretests, autobiographies) yield results demonstrably superior to those studies using more traditional methods. Given these somewhat surprising findings, arguments are offered as to why 2 other underused research methods (i.e., clinical case studies, self-experimentation) might also be seriously considered in psychology's empirical efforts. Greater use of such methods could lead to what L. T. Hoshmand and D. E. Polkinghorne (1992) refer to as practicing knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Meeting the critics on their own terms.

Replies to the comments of L. G. Humphreys (see record 1986-10345-001) and V. G. Cicirelli (see record 1986-10327-001) on the present author's work with W. Berman (see record 1984-07983-001) on early childhood education. It is suggested that the term difference is neutral while the term deficit connotes that the cause of differences is inherent in the individual. It is asserted that Cicirelli and the present author agree on the essential point that the Westinghouse study was inappropriately used in the public policy debate. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond individualism and centralization.

Replies to the comments of C. D. Samuelson et al (see record 1986-17036-001) and P. C. Stern (see record 1986-17038-001) on the author's (see record 1985-30567-001) work on global ecology and individual psychological problems. It is suggested that the most crucial point is that psychological debate cannot be divorced from political ideology. It is important to make explicit individual political perspectives and value priorities and to take clear stands on the range of controversial issues that affect work by psychologists. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural psychology, a new look: Reply to Bond (2002), Fiske (2002), Kitayama (2002), and Miller (2002).

M. H. Bond (2002) (see record 2002-00183-002), A. P. Fiske (2002) (see record 2002-00183-003), S. Kitayama (2002) (see record 2002-00183-004), and J. G. Miller (2002) (see record 2002-00183-005) joined D. Oyserman, H. M. Coon, and M. Kemmelmeier (2002) (see record 2002-00183-001) in highlighting limitations of the individualism-collectivism model of culture. Concern is warranted; nevertheless, individualism-collectivism helps structure discourse on the influence of culture on the mind. To avoid level-of-analysis entanglements, Oyserman et al propose an integrative model that includes distal, proximal, and situated cultural features of societies and internalized models of these features, highlights the importance of subjective construal, and uses evolutionary perspectives to clarify the basic problems cultures address. Framed this way, it is clear that, depending on situational requirements, both individualism- and collectivism-focused strategies are adaptive; thus, it is likely that human minds have adapted to think both ways. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some problems created by Holt's consistency: A rejoinder.

Replies to R. R. Holt's (see record 1992-27289-001) critique of S. Reisner's (see record 1992-16438-001) article on metapsychology and suggests that the critique is based on fundamental differences in approaches to Freud's studies and their relevance to contemporary psychoanalytic theory and practice. It is argued that Holt underemphasizes the relational, hermeneutic, and epistemological components of Freud's theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clarification on Psychological Treatments and Psychotherapy.

In this article, the author responds to a set of comments (see record 2005-11834-009; 2005-11834-010; 2005-11834-011) on his original article, "Psychological Treatments" (see record 2004-21168-001). The author responds to each comment. Hal Arkowitz (2005) misread the proposed distinction between "psychological treatments" and "psychotherapy" by presuming that the author was implying that the former is evidence based and the latter is not. Kwekkeboom et al. (2005), representing the nursing profession, noted quite correctly that nurses often deliver psychological treatments on the frontlines of primary care and are independently licensed to provide nursing services, including many approaches that could be categorized as "psychological." Ahmed and Boisvert (2005) agreed that psychological treatments are a core strength of psychology and also go on to provide additional interesting examples and to identify other areas of practice in which psychologists may be uniquely qualified. Overall, the author notes that only certain well-defined pathologies will be included in any health care system, and treatment for these conditions will increasingly need to be based on evidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practitioner training: A model with rationale intact.

Responds to S. C. Hayes's (see record 1986-25647-001) comments on the work of D. R. Peterson (see record 1986-10245-001) on practitioner training in psychology. The present author argues that practitioner-oriented training in psychology occupies an important niche in the doctoral training system and that its rationale is embodied in its institutional priorities. One purpose of practitioner-oriented training is to develop a culture that is respectful of the clinical enterprise and that treats research primarily as an educational tool and a means to an end rather than as an end in itself. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pubococcygens, Kegel exercises, and female coital orgasm: Reply to Jayne.

Replies to C. E. Jayne's (see record 1985-23094-001) comments on the 1st author and colleagues' (see record 1984-12685-001) study on the effects of Kegel (pubococcygeal-strengthening) exercises on female coital orgasm. Additional data are presented, and several studies are reviewed that support the conclusions previously reported by the 1st author and colleagues. It is argued that considerable controlled research has failed to show that pubococcygeal condition is a significant factor in female coital orgasmic responsiveness and that there are no empirical grounds for prescribing Kegel exercises as a routine part of therapy for orgasmic dysfunction. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)