The window on psychology's literature: A history of psychological abstracts.

With the rapid expansion of scientific information at the end of the 19th century, disciplines sought ways to keep their members abreast of the relevant research. Those pressures were felt in the science of psychology in the United States, where psychologists developed a bibliographic aid, The Psychological Index, in 1895 only a little more than a decade after G. Stanley Hall opened America's first psychology laboratory. The Index was useful but was only a listing of titles. More information was needed, which led to the development of a journal of abstracts, first published in 1927. This article traces the history of Psychological Abstracts from its origins in the Index to the evolution of the American Psychological Association's electronic information system known as PsycINFO, of which Psychological Abstracts has become an outmoded part. Nevertheless, for most of its 80 years, Psychological Abstracts was psychology's window on the world of research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Why don't they understand us? A history of psychology's public image.

Traces the history of American psychology's public image from the founding of the first psychology laboratories in the 1880's through the beginning of World War II. Topics discussed include the early public exhibitions associated with world's fairs in 1893 and 1904, the application of psychology to education, popular writings of psychologists, and newspaper coverage of the early meetings of the American Psychological Association. Relationships between psychology's public image and economic conditions and public morale in the 1920's and 1930's are emphasized. It is noted that public image problems are a long-standing issue in psychology; reasons for the longevity of the problems are discussed. It is suggested that without some significant public policy campaigning, psychologists should expect to continue to encounter problems created by the public's current level of information. (40 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educating psychology's underwriters.

One responsibility of psychologists is that of explaining who psychologists are and what they can and cannot do to the publics who support their enterprises. This objective of educating psychology's underwriters actually sums up what is involved in a dignified but energetic public relations program. The aim is to establish cordial channels of communication with what E. L. Bernays calls "the natural articulators of society," the people whose daily business it is to produce attitude influencing copy or program material. Through the education of such a key group and through increasing its awareness of the existence of competent psychological advisers and their friendly availability, much can be done to reach a larger public in positive ways. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Soviet psychology's coming of age.

In the continuing development of Soviet psychology, a 1968 decree provides for the awarding of advanced degrees in the psychological sciences, thus recognizing psychology as a science in its own right. A full translation of this historically significant decree is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational psychology's first century.

Educational psychology mediates between the disciplines of psychology and education. Scholars have seldom agreed on a single definition of the field but have incorporated knowledge from several areas. The discipline of educational psychology was fostered primarily in the US by such eminent psychologists as W. James, E. L. Thorndike, and J. M. Cattell. Over the past century, several philosophical and scientific movements influenced the field, the most recent example being cognitive theory. In 1990, the 1st extensive citation analysis was conducted, illustrating the field's increasing maturity and diversity. Educational psychologists have many opportunities to shape policy during the current period of national educational reform. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fairs and psychology's wares.

Comments on the epistemological and methodological ramifications of R. Perloff and L. S. Perloff's (see record 1977-28555-001) suggestion that more psychologists exhibit their scientific wares at fairs and expositions in order to educate the public. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Surveying psychology's public image.

Psychologists have been interested in their public image since the organization of the American Psychological Association nearly 100 yrs ago. Yet formal surveys of the public's opinions about and understanding of psychology are more recent, dating from the 1940's. The published and unpublished surveys of psychology's public image to date are reviewed, and data from a recent telephone survey of 201 respondents (aged 18+ yrs) in 4 metropolitan areas are presented. Like earlier surveys, results of the present survey show that most people hold generally favorable attitudes toward psychology but are only marginally sophisticated in their understanding of the field. Specifically, the public is somewhat aware of both the scientific and clinical endeavors of psychologists. However, the public has virtually no understanding of the impact of psychology on their lives. These findings are compared with earlier findings. (47 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Great psychologists and their times: Scientific insights into psychology's history: Book review.

This book (D. K. Simonton [2002]; see record 2002-17019-000) organizes a series of studies into a single volume on eminence in psychology. The reviewer contends that this is not a typical work on the history of psychology but prides itself as a work based largely on "historiometric methods" (with some results of psychometric studies included). Historiometrics is the use of archival data in almost any available form and bringing it to bear on questions of greatness or eminence in a particular field or fields. Hence, one can study the greatness of scientists, politicians, literary figures, and so on by counting their works, citations, analyzing the content of their works for various components, examining generational factors, biographical factors, personal factors, and so on. Technical details are few and the book reads somewhat like an advanced undergraduate textbook that of course enhances its accessibility but occasionally leads to rather superficial analyses. Despite these quibbles, it does stand as a solid representative of the historiometric tradition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Addressing psychology's problem with race.

The biological concept of race has long been controversial in psychology. Although many psychologists have challenged the concept of race, others have espoused it as a deductive premise and applied it as an inferential and research factor and variable, especially regarding Black–White IQ differences. Although race and its use have been polemically disputed for decades, no disciplinewide, concerted action within psychology has been taken to acertain the scientific meaning of race and to determine its proper application. Psychology's inaction contrasts with deliberate steps taken by other national and international scientific groups. This article examines a variety of problems concerning race in psychology: (1) definition, (2) application, (3) invoking authority and references for genetic knowledge, and (4) passive inaction by psychologists and professional associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Readdressing psychology's problems with race.

Responds to 7 comments on the article in which A. H. Yee et al (see record 1994-09250-001) addressed the troublesome use of race in psychology. The appeal affirmed in this reply is not to "regulate" the use of the race concept but to bring science and clarity to research and theory involving group differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reestablishing clinical psychology's subjective core.

Comments on the report by the APA Presidential Task Force on Evidence-Based Practice (see record 2006-05893-001) entitled Evidence-based practice in psychology. The Task Force is to be commended for their report valuing evidence from "clinical expertise" on a par with "research data" (p. 272) in guiding psychological practices. The current author suggests that the APA not only should make a place at psychology's policymaking table for "clinical expertise" but should prioritize clinical and subjective sources of data--the essence of the psychological--and set policies to ensure that objective data, such as behaviors and DSM diagnoses, are considered in their subjective context. The APA should also encourage researchers to devise ways to preserve as much as possible the personal "feel" of the clinical encounter in their data analysis and published conclusions. The APA also needs to assign priority to subjective emotional and relational skills on a par with academic and analytic skills in the selection and training of clinical psychology students. Reconnecting clinical psychology with its subjective evidentiary roots in ways such as these should help to bring us out from under the dominance of medicine, to the benefit of our profession and our clients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology's 50-year centennial.

Presents an overview of the 50-yr history of professional psychology. It is argued that professional psychology became preeminent in psychotherapy because it applied its clinical and research skills to that area, while psychiatry fell prey to the expedient and more financially rewarding medication/hospitalization practice. It is suggested that if psychology integrates pharmacology and retains psychotherapy as preeminent, it will become the foremost mental health profession. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology's role in hospice care.

This article explores the existing and potential contributions that professional psychology brings to the growing hospice movement. It explores hospice care's unique philosophy in treating dying patients and their families and provides a psychologically based justification for this philosophy. To do so, the author draws on the literature of health psychology, behavioral medicine, and thanatology (death studies). The article ends with a discussion of recent developments in hospice care that provide expanding opportunities for professional psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Observations on psychology's past and future.

In a survey of senior psychologists made in 1987, participants were asked to provide comments about the present state of psychology in light of expectations that they had 25 yrs ago. Selected responses have been categorized and are presented with commentary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two disputes with psychology's perceived future.

Suggests that the predictions of M. Wertheimer et al (see record 1979-22512-001) concerning the future of psychology present an oversimplified interpretation of the current and future status of older people. The position of prominent psychologists and the American Psychological Association on the job situation and the training of more PhDs is also addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An emerging consensus on school psychology's future.

Describes School Psychology: A Blueprint for Training and Practice (National School Psychology Inservice Training Network, 1984) as a conceptual statement around which a consensus for action in school psychology can be built. It is argued that systemic change in the categorical program structure is essential to bring about better services for children and to effect change in the way school psychologists practice. Implications of revised definitions of school psychology for the future of school psychology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extending psychology's impact through existing community institutions.

Presents 2 examples that typify the kind of university–community collaboration possible through the medium of a psychological center. Police were trained in crisis intervention techniques, and firefighters were trained in how to handle harrassment and an increase in false alarms. These agencies gained in greater personal safety, more efficient operations, and better community relations while the university received research opportunities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identity politics: Challenges to psychology's understanding.

A variety of collective movements (including women, gay males and lesbians, African Americans, and members of the 3rd world), in arguing that members have been denied their own voice in establishing the conditions of their lives and in determining their own identity and subjectivity, pose a serious challenge to psychology's suitability as a discipline capable of responding to the full diversity of human nature. This article explores these claims on behalf of voice, develops a discursive framework as an alternative to current psychological analysis, and suggests how that framework would require a transformation in current psychological theory, research, and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organized psychology's efforts to influence judicial policy-making.

The efforts of the American Psychological Association to influence judicial policy-making by filing amicus curiae briefs were examined. Effectiveness was assessed with regard to advancing the professional interests of the organization's membership, increasing the perceived utility of psychology as a basis for government policy decisions, and fostering the adoption of social policies consonant with the fundamental precepts of organized psychology. Filing amicus briefs in strategic legal cases was found to be an effective means of pursuing these objectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reconsidering Jung's psychology.

Reconsiders Jung's (1939 [1959]) psychology within an interactionist and interpersonal framework, emphasizing the use of his 2 major concepts (complex and archetype) for understanding nonrational communications between persons. The concepts of complex and archetype provide an exemplary model of the unification of affect and cognition in symbolic imagery and gestural communications. Archetype is compared to J. Bowlby's (1969) concept of human instinct as patterned action and thought in social communications between persons. Contributions of Jung's psychology are highlighted within a historical, conceptual framework: (1) reconstruction of the client's current attitude within the therapeutic domain; (2) individuation as a developmental model for practicing therapy with couples and individuals; and (3) interpretation of the archaic, symbolic aspects of communication, differentiating these from the rational, narrative aspects. The case of a married couple in therapy illustrates this framework. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)