Review of The Cambridge handbook of forensic psychology.

Reviews the book, The Cambridge handbook of forensic psychology edited by Jennifer M. Brown and Elizabeth A. Campbell (see record 2010-18536-000). The Cambridge handbook of forensic psychology is a comprehensive reference book that covers a wide range of topics within the field of forensic psychology. The chapters are well-written and clearly organized, with each providing a review of key issues and suggestions for further readings. The latter is particularly useful since none of the students interested in the fields of forensic psychology, criminology, legal studies, sociology, and law. Furthermore, individuals already involved directly with the criminal justice and court systems may also find information in this textbook informative to their professional practice. It is noteworthy that the editors include a major section on research practice, and this material will be instructive to students but also researchers in the field. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The practice of psychological science: Searching for Cronbach’s two streams in social–personality psychology.

The present research surveyed a group of editors and editorial board members of personality and social psychology journals to examine the practice of psychological science in their field. Findings demonstrate that (a) although personality and social researchers tend to use many of the same approaches, methods, and procedures, they nonetheless show average differences in each of these domains, as well as in their overarching theoretical aims and perspectives; (b) these average differences largely conform to social and personality researchers’ stereotypes about each subgroup; (c) despite their methodological and philosophical differences, the 2 subgroups study many of the same research topics; and (d) the structure of social–personality research practices can be characterized as having 2 independent factors, which closely correspond to L. J. Cronbach’s (1957) correlational and experimental “streams of research.” (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bias and obfuscation in Kendler's (2005) "clarification."

Comments on the article "Psychology and Phenomenology: A Clarification" by H. H. Kendler (see record 2005-05480-003). In this article, Kendler misrepresented contemporary existential-humanistic psychology and conventional (or natural) scientific psychology. With regard to the former, he presented a confused, unwittingly biased, and all-too-stereotypic picture. Aside from failing to cite virtually any contemporary existential-humanistic theorists (with the possible exceptions of Polkinghorne and Smith), he profoundly mischaracterized the phenomenological perspective on which existential-humanistic principles are based (e.g., see Cain & Seeman, 2002, Giorgi, 1970, and Schneider, Bugental, & Pierson, 2002, for an elaboration). To cite but a few problems to which Kendler (2005) fell victim, I consider first his characterization of phenomenological philosophy and psychology as "purely subjective" and "free of any scientific consideration or interpretation" (p. 318). With regard to Kendler's (2005, p. 322) characterization of conventional (or natural scientific) psychological inquiry as "objective" and amoral, there are several problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Raymond J. Corsini (1914–2008).

Presents an obituary for Raymond J. Corsini, one of psychology’s most prolific authors and editors. Ray’s most important contributions include editing an award-winning four-volume encyclopedia of psychology (1994, Wiley), a dictionary of psychology (1999, Brunner/ Mazel), and one of the leading graduate texts on psychotherapy (Corsini & Wedding, 8th ed., 2008, Cengage), which was translated into more than a dozen languages. However, Ray took the greatest pride in the development of the Corsini 4-R system (also known as Individual Education), an innovative approach to school system reform reform based on democratic principles and Adlerian psychology. (The four Rs were responsibility, respect, resourcefulness, and responsiveness.) Corsini died in Honolulu on November 8, 2008. He is survived by his physician wife, Kleona Rigney, and his social worker daughter, Evelyn Anne Corsini. Both share Ray’s passionate commitment to Adlerian social interest. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Community psychology, diversity, and the many forms of culture.

Comments on the original article, "Many forms of culture," by A. B. Cohen (see record 2009-04471-003). Cohen argued that psychology must broaden its conceptualization of culture to consider its many forms, such as religion, socioeconomic status, and region. The current author could not agree more with Cohen’s proposed conceptualization of culture and its potential impact on psychological theory, research, and practice. However, the current author asserts that Cohen's conceptualization is one that the field of community psychology has been incorporating into its theory, research, and practice for the past 15 years. Evidence for this can be found in the field’s journals and texts as well as its conferences and course offerings. It is striking, says the current author, that this rich tradition of scholarship and social action—much of it illustrating what Cohen’s proposed conceptualization purports to achieve but also advancing his vision further than even he proposes—was ignored in his analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

James F. T. Bugental (1915-2008).

James F. T. Bugental died peacefully at age 92 at his Petaluma, California, home on September 18, 2008. Jim was a leading psychotherapist and a founding father, with Abraham Maslow and others, of humanistic psychology, or the "third force" (in contrast to psychoanalysis and behaviorism). Jim was also the creator, along with Rollo May, of existential-humanistic psychotherapy. Jim was born in Fort Wayne, Indiana, on Christmas Day in 1915. Jim earned his doctorate in 1948 from Ohio State University, where he was influenced by Victor Raimy and George Kelly. After a brief time on the University of California, Los Angeles (UCLA) faculty in psychology, Jim resigned in 1953 to found the first group practice of psychotherapy, Psychological Service Associates, with Alvin Lasko. With Abraham Maslow and others, Jim was a cofounder of the Journal of Humanistic Psychology (JHP) and the Association for Humanistic Psychology in 1961. Jim also wrote many books on the topic of psychotherapy during his lifetime. Jim was a great and bold spirit--his many writings and teachings are cherished today widely, and the field of psychology is much richer for his efforts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA publications and the history of psychology.

Criticizes M. Snyderman and R. J. Herrnstein's (see record 1984-09428-001) article, arguing that although these authors present a useful historical analysis of their topic (intelligence tests and the 1924 Immigration Act) in the American Psychologist (a journal published by the American Psychological Association [APA]), this information has been advanced by previous research. Snyderman and Herrnstein and the editors of the American Psychologist should have known of this previous research. It is contended that the history of psychology—both as a subject of study and a research field—is not being well served in some APA publications. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The private practice of subversion: Psychology as Tikkun Olam.

In this article, the Biblical metaphor of "dry bones" becomes a springboard for exploring external and internal threats to the practice of a social justice-oriented psychology. The concept of tikkun olam, the Hebrew term for healing of the world, is defined as a core notion informing social justice-oriented practice. Two social phenomena—managed care and the false memory movement—are analyzed and critiqued as potential threats to this model of practice, and the risks and challenges to justice-based practice in psychology are explored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Centrifugal versus centripetal tendencies in psychology: Will the center hold?

Discusses whether psychology is a unitary discipline with a strong central core or a series of relatively independent areas, with implications not only for graduate training but for the American Psychological Association and for psychology as a whole. The following issues are discussed: psychology's 2 cultures—scientific and humanistic; hard science, soft science, and professional practice; and implications for training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of play therapy, volume 2: Advances and innovations.

Reviews the book, Handbook of play therapy, volume 2: Advances and innovations by Kevin J. O'Connor and Charles E. Schaefer (1994). This book offers a collection of chapters written by leading experts which addresses the developments in play therapy since 1983. In completing the volume, Editors Kevin J. O'Connor and Charles E. Schaefer sought to offer a multi-disciplinary approach to play therapy. Additionally, the editors stated in their preface that they worked to make this new volume "informative, thought provoking, and clinically useful." Indeed, the editors have succeeded admirably in achieving their stated objectives. The book's organization and emphasis on clinical relevance make it a fit companion to their earlier classic (Schaefer & O'Connor, 1983). The Handbook is very well-organized with an excellent selection of chapter topics. The chapters follow essentially the same format and are integrated well within the book. The editors deserve credit for synthesizing diverse theoretical approaches and techniques into a coherent whole. The individual chapters are clearly written and quite readable. The figures and tables are readily understandable and augment the chapters' content. Clinicians and researchers interested in play therapy and child psychotherapy will enjoy this volume. Although the majority of chapters discuss play therapy with children, two chapters discuss play therapy applications with adults. Accordingly, therapists interested in these approaches will profit from this work. The volume certainly appeals to multi-disciplinary audiences such as psychologists, psychiatrists, social workers, nurses, pastoral counselors, and educators. The text is extremely appropriate for a graduate course in play therapy. Finally, the book can be read from beginning to end or the reader can select particular chapters in the handbook and sample various clinical approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The emerging field of the sociology of psychological knowledge.

Considers the social context in which professional academicians practice psychology. The ties of psychological knowledge to the infrastructure of society are noted, and comparisons with the sociology of knowledge are made. The underlying social biases of 5 areas within psychology (differential, humanistic, developmental, behavioristic, and social) are reviewed. Recent articles from the American Psychologist are sampled to indicate the growing awareness by the profession of the social base of its activities. (86 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Behavior technologies" caricature of social psychology.

Comments that D. Kipnis's (see record 1994-29516-001) examination of present-day social psychology journals and textbooks ignored primary outlets in social psychology, widely taught mainstream texts, and "handbook" and "annual review" treatments. Fair use of these sources would have revealed that only a minor fraction of article titles and chapter topics can reasonably be subsumed under "Power and Behavior Technology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moot point.

Applauds J. F. T. Bugental (Amer. Psychologist, 1963, 18, 563-567) for his article, "Humanistic Psychology: A New Break-Through." (see record 1964-03430-001). The present author comments that the developments Bugental sees occurring seem to him to be more in the nature of wished-for trends than actualities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The psychoeducational assessment of preschool children.

Reviews the book, The psychoeducational assessment of preschool children edited by Kathleen D. Paget and Bruce A. Bracken (1983). This is is a multidisciplinary text that covers a wide variety of components of preschool assessment. As indicated in the preface, the intent of the editors was to provide a comprehensive book that would reflect the diversity of professions involved with assessment of preschoolers. To achieve this purpose, Paget and Bracken compiled a text that is comprehensive in both breadth and depth. The ambitious range of topics includes history of preschool assessment, legal issues, and the assessment of special preschool groups, such as the mentally handicapped, physically handicapped, gifted, creative, and culturally different. In addition, the assessment of a wide variety of domains of functioning such as cognitive, perceptual-motor, fine and gross motor, and social-emotional, are addressed. The editors intended for the book to be used by advanced undergraduate and graduate students, as well as by current practitioners in such diverse areas of practice as psychology, education, social work, and medicine. We concur that the text offers new information for established practitioners and provides extensive background for those new to the field of assessment of preschool children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Humanistic–existential psychotherapy competencies and the supervisory process.

There has been an increasing focus in recent years on articulating foundational and functional competencies for practice in professional psychology and how a competency-based approach might inform psychology training. With the aim of contributing to the dialogue in this area, the discussion herein explores psychotherapy competencies through the lens of a humanistic–existential perspective and describes implications for psychotherapy training and supervision. Specifically, competencies pertaining to facilitating the client’s experiential awareness and use of the psychotherapy relationship to engender client change are described. Next, the foundational and functional competencies within professional psychology that are particularly salient to a humanistic–existential psychotherapy framework are discussed. Finally, the ways in which a humanistic–existential supervision framework contributes to the development of psychotherapy competencies in trainees is considered. A brief vignette is presented to illustrate the supervision process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metatheoretical dilemmas in the psychology of gender.

Presents a constructionist perspective on the validity of explanations in psychology that views human understanding as being objectively based but subjectively constructed in a social context. This metatheory recognizes both sociological influences and epistemological limitations while retaining the distinction between them. Resolutions to 4 dilemmas that arise when this framework is used to demarcate a psychology of gender—the tension between scholarship and advocacy, scientific vs humanistic values in the choice of methods and procedures, conflicting perspectives on the legitimacy of the psychology of gender as a psychological discipline, and bias in the conduct of inquiry—are developed using a dialectical technique. Two research strategies in the psychology of gender that are consistent with the metatheory proposed are compared with respect to the value judgments made at each of 3 levels of analysis: presuppositions, decisions about the domains for which explanations are sought, and interpretations of the research. (117 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clients deserve empirically supported treatments, not romanticism.

Comments on the article by K. J. Schneider (see record 1998-00122-001) on clinical psychology that spelled out implications for the entire discipline, elaborated the reasons for the threat to romanticism, the consequences that are associated with it, and the rich and practical advantages for reclaiming romanticism's legacy. The author mentions that romanticism can and should play a significantly greater role in our profession than it currently does. Finally, romanticism is discussed in light of another major alternative to mainstream psychology—postmodernism. The author argues that romanticism does have its place in psychology, but good science should not be sacrificed to revive it, particularly in clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of social psychology.

Reviews the book "Handbook of social psychology" (Volumes I and II), edited by G. Lindzey (see record 1955-03817-000). This book is a major attempt to present, summarized in handbook fashion, what is known theoretically, methodologically, and substantively in the area of social psychology. The various chapters include contributions by psychologists, sociologists, anthropologists, and statisticians. Most of the chapters are written carefully and thoughtfully. It is a good and worth-while book to have in print. Many students and research workers will have occasion to refer to it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Cambridge handbook of personality psychology.

Reviews the book, The Cambridge handbook of personality psychology edited by Philip J. Corr and Gerald Matthews (see record 2010-05179-000). A comprehensive review of personality psychology, this book covers a range of topics, including those that are standard in personality texts (conceptualisation, biological and cultural perspectives) as well as more unique additions (social pain and hurt feelings, animal models, and politics). Although the introductions are lengthy (approximately 33 pages), these chapters do provide a useful guide to the book and key issues addressed in remaining chapters. The chapters are generally written in a manner appropriate for graduate students, professionals, or academics. Given the broad scope and careful attention to the defining of key constructs and methods, this book will appeal to an audience with varying familiarity with personality psychology. Overall, I would highly recommend this book as a comprehensive source on the broad field of personality psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Jerome Bruner: Language, culture, self.

Reviews the book, Jerome Bruner: Language, culture, self by David Bakhurst and Stuart G. Shanker (2001). The subject of this fine collection of essays is Jerome Bruner’s contribution to our contemporary understanding of the mind. As the editors note, although Bruner has typically “concerned himself with concrete and practical issues, such as education and, most recently, the law, he has always been an intensely theoretical thinker, a man fascinated by ideas” (p. 1). It is for that reason that the editors and contributors to this volume have chosen to focus exclusively on Bruner’s work as a “philosophical psychologist and philosopher of psychology” (p. 1). (PsycINFO Database Record (c) 2010 APA, all rights reserved)