Dieting and binging: Some unanswered questions.

Questions J. Polivy and C. P. Herman's (see record 1986-01626-001) arguments that dieting causes bingeing (rather than vice versa) and that the degree of overeating during a binge is determined more by cognitive than by physiological factors. Evidence is reviewed that suggests that weight loss may be more important than cognitive factors in determining loss-of-control eating. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult romantic attachment: Theoretical developments, emerging controversies, and unanswered questions.

The authors review the theory of romantic, or pair-bond, attachment as it was originally formulated by C. Hazan and P. R. Shaver in 1987 and describe how it has evolved over more than a decade. In addition, they discuss 5 issues related to the theory that need further clarification: (a) the nature of attachment relationships, (b) the evolution and function of attachment in adulthood, (c) models of individual differences in attachment, (d) continuity and change in attachment security, and (e) the integration of attachment, sex, and caregiving. In discussing these issues, they provide leads for future research and outline a more complete theory of romantic attachment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologist as department chair.

Describes the roles and functions of the chair of a department of psychology and presents an autobiographical sketch of the author's career decisions that led to her current administrative position in a university department. The value of psychological training in such a position is considered, and some of the rewards and frustrations experienced in this role are discussed. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Psychologist as Educator.

Psychologists whose primary function is teaching are yearly growing more involved in a basic dilemma. Should our primary concern be for the development of the personalities of our students, or should it be for the development of a body of information? Perhaps the answer is to be found in separating personality development functions from the teaching situation. Let the psychologist as teacher teach his subject matter and forget the personality of his student, use other psychologists in a counseling capacity to do what they can to assist the individual to optimum development of his personality. This ideal, however, is far off and demands some societal changes and changes in our educational structure. In the meantime we can do all we can within the structure to help individuals in their personal development even while we have to give attention to content and grades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologist as university administrator: Visible standard-bearer.

The psychologist-administrator serves as a highly visible role model for graduate students in psychology with respect to adherence to the standards of ethical conduct taught in the classroom. Furthermore, the psychologist-administrator is positioned to help shape the ethical quality of the larger academic community, to develop a community of colleagues that asserts critical ethical expectations, and to model ethical conduct for fellow administrators. The implications of these roles for the training of graduate students in psychology are identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologist as clinical supervisor: Promoting ethical practice.

Focuses on the responsibilities of supervisors in training supervisees to practice ethically. Those responsibilities are described as promoting ethical knowledge and behavior, primarily through J. R. Rest's (1984) 4 psychological processes and K. S. Kitchener's (1984) 5 ethical principles; promoting competency of the trainee; and assessing and promoting personal functioning of the supervisee. In addition, the ethics of the supervisor as they relate to the process of supervision are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Psychologist as a Legal Witness.

This comment discusses a court case--Hidden vs. The Mutual Life Insurance Company of New York--which involves the qualifications of a psychologist as an expert witness. The testimony of a psychologist, offered by the insured to prove that he was mentally ill, had been excluded by the Trial Judge on the ground that, not being a medical man, the psychologist was not a qualified expert; however, the Court of Appeals on this ground alone reversed the decision of the lower court for the defendant, arguing that the expert was qualified in his field by academic training and by experience. The author notes that this case helps establish the position of psychologists in our society. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Community psychology in colleges II: Psychologist as administrator.

An earlier article by the author outlined basic approaches to community consultation in a large Canadian university. This article discusses community psychology programming where the psychologist is an integral part of the target community. Examples of primary and secondary prevention are discussed, along with an example of how organizational psychological principles can be utilized within a university community. It is suggested that a community psychological approach to universities not only facilitates administrative policy-making but is also valuable in introducing university students to a paradigm of thinking about their living and working environment that they can carry out to the community at large. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologist as a mental health center director.

The psychologist functioning as executive director (ED) of a new community mental health center must be a leader-strategist, business manager, motivator-staff developer, and organizational representative. The position requires creativity and problem solving. Frustrations of the position involve slow bureaucratic decision making, lack of control over circumstances, ill-defined expectations for services, and insecurity surrounding the ED position. Psychological training contributing to management performance includes interpersonal skills, family dynamics as a model to analyze organizations, group dynamics, applied behavioral analysis to reinforce an employee's behavior, and evaluation research for decision making. Career opportunities are in mental health centers, private psychiatric hospitals, wellness programs, and training and development departments. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evolving concepts regarding the genus Aeromonas: an expanding Panorama of species, disease presentations, and unanswered questions

It has been almost 10 years since a major review on the association of Aeromonas with human disease has been published. During that period the number of valid species in the genus has grown to 14, with a new family (Aeromonadaceae) established to house this genus. Despite this explosion in the number of new genomospecies, only five (Aeromonas hydrophila, A. caviae, A. veronii, A. jandaei, and A. schubertii) are currently recognized as human pathogens. New syndromes attributed to this genus include hemolytic uremic syndrome, burn-associated sepsis, and a variety of respiratory tract infections, including epiglottitis. Convincing evidence suggests that some aeromonads do cause gastroenteritis, but it is presently unclear whether many of the strains isolated from feces are involved in diarrheal disease. Many questions regarding this genus remain unanswered.     

Psychologist and Psychiatrist.

The recent renascence in print in the "American Psychologist" of the issues between psychologists and psychiatrists prompts me to vent my spleen on some of the topics so well brought out by Ausubel et al. in the February, 1956 issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologist and Society.

Comments on the original article by F. B. Tyler and J. C. Speisman (see record 1968-00071-001), which discussed the expanding and increasingly complex role of the psychologist. Here, the current author notes the construction of a short questionnaire, designed for precollege students, to investigate the way the psychologist's role is seen. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologist as teacher and mentor: Affirming ethical values throughout the curriculum.

Argues that those involved in mentoring and teaching graduate students in professional psychology training programs must be concerned with 2 extracurricular issues when they consider how to influence students' ethical behavior. First, they must be ethical in their own interactions with students. Second, they must deal responsibly with students when students engage in unethical or unprofessional conduct. It is argued that the implicit attitudes and explicit behavior of faculty communicate as much as course content about being ethical. Last, strategies are identified for handling these special responsibilities on the basis of the Ethical Principles of Psychologists (American Psychological Association, 1990) and the broader ethical principles underlying those standards. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamic memory processes in retrieving answers to questions: Recall failures, judgments of knowing, and acquisition of information.

Three experiments were conducted to show that engaging in an effort to answer a question markedly influences the processing of information subsequently encountered in the environment. On each of 2 successive days, participants were given a definition test that involved the recall of rare English words cued by their definitions. A lexical-decision task was administered between the 2 definition tests; the timing of the lexical-decision task varied across experiments. A strong target-to-definition priming effect occurred such that prior exposure to words during the lexical-decision task increased their likelihood of being recalled in the final definition test. It also appears that earlier attempts to answer questions affected the acquisition of relevant new material in long-term memory. The role of these priming effects is discussed with respect to the process of updating memory representations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

J. P. Guilford: Psychologist and teacher.

A review of the life and contributions of one of the foremost psychologists of our time. The review covers the contributions of Guilford to experimental psychology—experimental esthetics, sensory processes, perception, and learning; statistical psychology—psychophysics, analysis, test theory and evaluation; measurement of mental abilities—aptitudes of high level personnel, structure of the intellect, and creativity; and personality—tests, questionnaires, and inventories by Guilford and his associates. A complete bibliography shows that Guilford published either as sole author or as co-author 21 books; 29 monographs; 158 articles; and 21 tests, manuals, and profile sheets. A portrait of Guilford is included. (7-p. bibliogr.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)