Distinguished teaching in psychology awards.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Scientific Awards for an Early Career Contribution to Psychology 1986: Philip E. Tetlock.

The Early Career Awards recognize the large number of excellent young psychologists. Three areas are considered each year, with areas rotated in three-year cycles. The areas considered for awards in 1986 were social, sensation and perception, and applied research. Philip E. Tetlock is one of the 1986 recipients of the award "for the building of interdisciplinary bridges between social psychology and other social sciences; for a creative use of alternative research methods; for penetrating analyses of basic theoretical issues in social psychology, such as the tension between cognitive and motivational explanations or between impression management and intrapsychic explanations; for insightful work on the policy relevance of social psychological research; and in particular, for the place of political reasoning and rhetoric in actual policymaking settings. His reviews, integrations, and penetrating analyses of the theoretical issues in social psychology combine an originality, a clarity, and a thoughtfulness in the service of the profession." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Jerome M. Sattler: Gold Medal Award for Life Achievement in the Application of Psychology.

The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology. The 2005 recipient of the Gold Medal Award for Life Achievement in the Application of Psychology is Jerome M. Sattler. Dorothy W. Cantor, president of the APF, will present the Gold Medal Awards at the 113th Annual Convention of the American Psychological Association on August 19, 2005, at 4:00 p.m. Members of the 2005 APF Board of Trustees are Dorothy W. Cantor, president; Norman Abeles, secretary; Charles L. McKay, treasurer; Elisabeth R. Straus, executive vice president/executive director; Norman Anderson; Camilla Benbow; Patrick H. DeLeon; Ronald E. Fox; William C. Howell; Steven E. James; Joseph D. Matarazzo; Martin E. P. Seligman; Robert J. Sternberg; and Philip G. Zimbardo. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special issue on the self and social identity.

This article describes the special issue of the Journal of Personality and Social Psychology (JPSP), which is the result of a joint undertaking by the three sections of JPSP. This makes it different from previous special sections or issues of the journal in that rather than relying on the generous services of a guest editor, the same editorial team that handles the regular journal issues has originated this special issue, as well, thus conveying a sense of "business as usual." Our major reason for the present initiative was to highlight the essential unity of personality and social psychology as a field of science. The topic choice for the present special issue was dictated by its relevance and interest to the field of personality and social psychology as a whole, across its various partitions and subdivisions. The articles in the special issue amply reflect the naturalness with which the self and social identity theme transcends the boundaries of JPSP sections. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

David C. McClelland.

David C. McClelland is recognized for his achievements in psychology. This article provides a citation explaining his accomplishments, a biography and a selected bibliography. The citation is as follows: "For leading the vanguard of a new motivational psychology bridging the study of personality and society, beginning forty years ago with methodological innovations and empirical discoveries of lasting significance in pioneering studies of the Achievement Motive and the Achieving Society. By experimental arousal of achievement motivation, he established the validity of using a particular kind of imaginative thought content as its measure. Combining bold vision and practicality, he turned traditional arguments into testable hypotheses. His broad and indelible impact on the social sciences is amplified by seminal writings on personality, the power motive, motivation training—and by the productivity he inspired in his students." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished teaching in psychology: Ludy T. Benjamin, Jr.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. This article provides a citation and a biography for Ludy T. Benjamin, Jr., one of the recipients of the award for Distinguished Teaching in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

2004 Award Winners.

Presents the 2004 APA Awards. Awards are given in the following categories: Distinguished Scientific Contributions, Distinguished Scientific Applications of Psychology, Distinguished Scientific Early Career Contributions to Psychology, Distinguished Contributions to Psychology in the Public Interest, Distinguished Contributions to Research in Public Policy, Distinguished Contributions to Education and Training, Distinguised Contributions of Applications of Psychology to Education and Training, Psi Chi/APA Edwin B. Newman Graduate Research Award, Distinguished Professional Contributions to Applied Research, Distinguished Professional Contributions to Independent or Institutional Practice in the Private Sector, Distinguished Professional Contributions to Practice in the Public Sector, APA/APAGS Award for Distinguished Graduate Student in Professional Psychology, Distinguished Contributions to the International Advancement of Psychology, and the International Humanitarian Award. Included are lists of members of the various APA committees who selected the award recipients, lists of previous awardees, and award citations, biographies, selected bibliographies and award addresses for the 2004 award winners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Niko Tinbergen.

Niko Tinbergen is recognized for his achievements in psychology. This article provides a citation explaining his accomplishments, a biography and a selected bibliography. The citation is as follows: "For pioneering research on the behavior of animals, with profound implications for understanding the roots of human behavior and its development. His studies of social behavior led to fundamental insights concerning the evolutionary relationships between behavior and the ecology of animals. The orderly regularities discovered in the complex behavior of animals as occurring in natural environments, rather than the laboratory, led to the launching of the new discipline of ethology, for which, with Karl von Frisch and Konrad Lorenz, he was awarded the Nobel Prize for Physiology of Medicine in 1973." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ronald E. Fox.

While maintaining an active career as a scholar, teacher, and administrator, Ronald E. Fox has made important contributions to the field of education in professional psychology. Key among his contributions have been his work in establishing the Association of Psychology Internship Centers, organizing the National Council of Schools of Professional Psychology, and establishing a university-based school of professional psychology as a viable alternative to the graduate education models based in traditional departments of psychology. Fox is, perhaps, most noted for the various educational initiatives for which he has been responsible here at the American Psychological Association (APA). While he was recording secretary and member of the Board of Directors of APA, he was the key, central figure in the creation of the Education Directorate. This new directorate is now firmly established and will shape APA's actions regarding education and training for many years to come. For his commitment and dedication to the field of education in psychology, we honor Ronald E. Fox. He is this year's recipient of the award for Distinguished Education and Training Contributions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical and in counseling psychology: 1965.

On the recommendation of the Committee on Evaluation, the Education and Training Board has recommended, and the Board of Directors of the American Psychological Association has approved the doctoral programs in clinical psychology and in counseling psychology that are conducted by the institutions listed below. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Programs that have not requested evaluation and programs that have been evaluated but not approved are not included in the list. The criteria for evaluating these programs can be obtained from the Executive Secretary of the Education and Training Board. Inclusion of an institution in these lists indicates approval of doctoral programs in clinical psychology and in counseling psychology only. Inclusion or noninclusion carries no implications for other graduate programs in psychology or for programs of graduate education in other disciplines. The institutions listed below have been reported to the United States Public Health Service, to the Veterans Administration, and to the Surgeon General's Office, Department of the Army, as conducting at the present time approved programs of doctoral training in the areas indicated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited doctoral programs in professional psychology: 2007.

Provides the official listing of accredited doctoral programs. The list reflects all committee decisions through July 22, 2007. The Committee on Accreditation has accredited the doctoral training programs in professional psychology in the areas of (a) clinical, (b) counseling, (c) school, (d) other developed practice areas, and (e) combinations of two or three of the above areas listed alphabetically by their host institutions. Also listed are doctoral programs withdrawing from accreditation or closing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Apa-approved doctoral programs in clinical, counseling, and school psychology: 1973.

Presents a list of institutions conducting doctoral training programs in clinical, counseling, and school psychology that are approved by the American Psychological Associations's Committee on Accreditation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

2003 Award Winners: Edwin B. Newman Award.

Presents the 2003 Psi Chi/APA Edwin B. Newman Graduate Research Award. A list of the members of the 2003 Edwin B. Newman Award Committee who selected the recipient for this year and a list of the previous recipients of this award from 1979 through 2003 are provided. The award recipient for 2003 is Rose Mary Webb. The award citation, biography, and a selected bibliography of Ms. Webb's research are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accredited internship and postdoctoral programs for training in psychology: 2007.

Provides the official listing of accredited internship and postdoctoral residency programs. This list reflects all committee decisions through July 22, 2007. The Committee on Accreditation has accredited the doctoral internship and postdoctoral residency training programs in psychology offered by the agencies listed. Also listed for each program is the date of the next regularly scheduled site visit. The accreditation status listed for each program reflects that program's current accredited status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for Distinguished Contributions of Applications of Psychology to Education and Training.

Presents the 2003 APA Award for Distinguished Contributions of Applications of Psychology to Education and Training. A list of the members of the APA committee who selected the recipient for this year and a list of the previous recipients of this award from 1999 through 2003 are provided. The award recipient for 2003 is David W. Johnson. The award citation, biography, selected bibliography and the award address by Dr. Johnson are included. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to Listing of APA-Accredited Doctoral and Internship Training Programs.

This supplement lists changes to the APA-Accredited Doctoral Programs in Professional (Clinical, Counseling, and School) Psychology and Predoctoral Internship Programs in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-approved doctoral programs in clinical, counseling, and school psychology: 1981.

The Committee on Accreditation has approved the doctoral training programs in clinical, counseling, and school psychology that are conducted by the institutions listed. In the institutions listed, the approved programs are directed by the department of psychology unless otherwise indicated. Inclusion of an institution in this list indicates approval of doctoral programs in clinical, counseling, school, and combined professional-scientific psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APA-accredited predoctoral internships for doctoral training in psychology: 1985.

The Committee on Accreditation has accredited the predoctoral internship training programs in psychology offered by the agencies listed in this article. There are three categories of accreditation. Full accreditation is granted to any program that, in the professional judgment of the Committee, meets the criteria in a satisfactory manner. Provisional accreditation is granted to programs making initial application that, in the professional judgment of the Committee, do not meet all the criteria but for which the Committee believes there is a reasonable expectation that they will be met within a foreseeable period of time from the date of the initial site visit. Probation is the category into which a fully accredited program is placed when the Committee has evidence that it is not currently in satisfactory compliance with the criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of APA-approved doctoral and internship training programs.

Announces changes in the list of APA-Approved Doctoral Programs in Professional (Clinical, Counseling, and School) Psychology and Predoctoral Internship Programs in Psychology. These changes update the listings published in the December 1980 American Psychologist (pp. 1111- 1118). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special section on personality development.

For years the author has been struck by the oddity of having two separate fields that study personality--one in children and one in adults--with relatively little contact between the two. Those who study adult personality rarely refer to the child disposition literature, for example, and those who study childhood temperament infrequently describe how it unfolds into adult personality. Admittedly, part of the problem is that data that shed a bright light on the transition from childhood to adult personality have been hard to obtain and are scarce. Nonetheless, it is crucial to both developmental psychology and personality psychology for researchers to study transitions and continuities in personality throughout the life course. It is to this end that this special section was created. (PsycINFO Database Record (c) 2010 APA, all rights reserved)