Leadership and attachment theory.

Comments on the six articles contained in the special issue of the American Psychologist (January 2007) devoted to leadership, written by W. Bennis (see record 2006-23492-002); S. J. Zaccaro (see record 2006-23492-003); V. H. Vroom and A. G. Yago (see record 2006-23492-004); B. J. Avolio (see record 2006-23492-005); R. J. Sternberg (see record 2006-23492-006); and R. J. Hackman and R. Wageman (see record 2006-23492-007). The current authors opine that the inclusion of attachment theory in the study of leadership could strengthen leadership theories as a whole. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diversity and leadership.

Comments on the six articles contained in the special issue of the American Psychologist (January 2007) devoted to leadership, written by W. Bennis (see record 2006-23492-002); S. J. Zaccaro (see record 2006-23492-003); V. H. Vroom and A. G. Yago (see record 2006-23492-004); B. J. Avolio (see record 2006-23492-005); R. J. Sternberg (see record 2006-23492-006); and R. J. Hackman and R. Wageman (see record 2006-23492-007). The current authors express concern that the special issue failed to include attention to issues of diversity and intersecting identities as they pertain to leadership. A Special Issue Part II on Diversity and Leadership is being proposed to (a) advance new models of leadership, (b) expand on existing leadership theories, and (c) incorporate diversity and multiple identities in the formulation of more inclusive leadership research and theory. The goal of this special issue will be to revise our theories of leadership and our understanding of effective leadership to include gender, racial/ethnic minority status, sexual orientation, and disability status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How leaders really emerge.

Comments on the article by R. J. Hackman and R. Wageman (see record 2006-23492-007) which offered several research questions that should be productive for furthering leadership research. This comment summarizes some recent progress on one of those questions, "Not what are the traits of leaders, but how do leaders' personal attributes interact with situational properties to shape outcomes?" (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On grandiosity in personality psychology.

Responds to the comments by A. Wood and S. Joseph (see record 2006-23492-015); S. R. Maddi (see record 2006-23492-016); and S. Epstein (see record 2006-23492-017) on the current author's original article (see record 2006-03947-002) "A New Big Five: Fundamental Principles for an Integrative Science of Personality" (McAdams & Pals, April 2006). Here, McAdams responds to the objections raised in the three commentaries to his and Pals' characterization of the grand theories of personality provided by Freud, Jung, Rogers, and other luminaries from the first half of the 20th century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asking the wrong questions about leadership.

Comments on the article by R. J. Hackman and R. Wageman (see record 2006-23492-007) which presented some directions for leadership research. Hackman and Wageman organized their article around their five reject-accept questions suggesting new directions. The current author discusses how each of the questions appears far too timid for real progress in sorting out the chaff from the grain, but points out that the Hackman and Wageman article was a critique of five companion articles and made a substantial contribution to the literature. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Asking the right questions about leadership: Discussion and conclusions.

Five questions prompted by the articles in the American Psychologist special issue on leadership (January 2007, Vol. 62, No. 1., see records 2006-23492-001, 2006-23492-002, 2006-23492-003, 2006-23492-004, 2006-23492-005, and 2006-23492-006) suggest some new directions for leadership research: (1) Not do leaders make a difference, but under what conditions does leadership matter? (2) Not what are the traits of leaders, but how do leaders' personal attributes interact with situational properties to shape outcomes? (3) Not do there exist common dimensions on which all leaders can be arrayed, but are good and poor leadership qualitatively different phenomena? (4) Not how do leaders and followers differ, but how can leadership models be reformulated so they treat all system members as both leaders and followers? (5) Not what should be taught in leadership courses, but how can leaders be helped to learn? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paper or plastic revisited: Let's keep them both--Reply to Broderick and Stone (2006); Tennen, Affleck, Coyne, Larsen, and DeLongis (2006); and Takarangi, Garry, and Loftus (2006).

The authors review commentaries by J. E. Broderick and A. A. Stone (2006)(see record 2006-03820-007); H. Tennen, G. Affleck, J. C. Coyne, R. J. Larsen, and A. DeLongis (2006)(see record 2006-03820-008); and M. K. T. Takarangi, M. Garry, and E. F. Loftus (2006)(see record 2006-03820-009) on their original article (A. S. Green, E. Rafaeli, N. Bolger, P. Shrout, & H. T. Reis, 2006)(see record 2006-03820-006). The authors were pleased to find more agreement than disagreement regarding the choice of methods for conducting diary studies. It is clear that continued critical evaluation of all diary methods, both paper and plastic, is warranted. However, on the basis of their initial findings, the authors conclude that paper diaries are still likely to have a valuable place in researchers' toolboxes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selected views of family assessment: A commentary.

Comments on articles concerning family assessment by H. D. Grotevant (see record 1990-12120-001); R. B. Hampson et al (see record 1990-12122-001); D. C. Bell and L. G. Bell (see record 1990-12106-001); C. I. Carlson (see record 1990-12110-001); and T. L. Huston and J. K. Rempel (see record 1990-12126-001). It is suggested that theory needs to be related to research and practice more consistently. It would be useful to identify the principle theories in family science and critically examine the unique assessment issues raised by each perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training issues in psychotherapy integration: A commentary.

This article is a commentary on A. J. Consoli and C. M. Jester's (see record 2006-01691-002) and J. Gold's (see record 2006-01691-003) eloquent and stimulating reflections on training in psychotherapy integration. Three issues are addressed: (a) the timing of an integrative perspective in training, (b) the potential merits of "hero worshiping" at an early phase of training, and (c) some misconceptions about training in "pure-form" psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Despotism, democracy, and the evolutionary dynamics of leadership and followership.

Responds to comments made by George B. Graen (see record 2008-19206-015) and Stephen J. Guastello (see record 2008-19206-016) on the current author's article Leadership, followership, and evolution: Some lessons from the past by Van Vugt, Hogan, and Kaiser (see record 2008-03389-004). In the original article my co-authors and I proposed a new way of thinking about leadership, informed by evolutionary (neo-Darwinian) theory. In the first commentary, Graen (see record 2008-19206-015) noted that we ignored a number of recently developed psychological theories of leadership that take into account the leader-follower relationship, most notably LMX theory. LMX theory asserts that leadership effectiveness and team performance are affected by the quality of working relationships between superior and subordinates. Because the original article primarily dealt with questions about the origins of leadership--the phylogenetic and evolutionary causes--we had to be concise in our review of proximate psychological theories of leadership. In the second commentary, Guastello (see record 2008-19206-016) concurred with the importance of an evolutionary game analysis for studying leadership but disagreed with certain details of our analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Leadership for older adults: Aging with purpose and passion.

Reviews the book, Leadership for older adults: Aging with purpose and passion by Sandra A. Cusack and Wendy J. A. Thompson (see record 1999-02171-000). While this is an interesting book, holding promise and providing suggestions for those who wish to take on leadership roles, or for those who work with others who might be encouraged to seek such roles, it also raises many questions about the process of who gets to be leaders of whom and how we can empower those traditionally seen as not worthy of such positions in organizations. The authors state that their book is intended to be used by "dedicated professionals and voluntary leaders" and for anyone who "shares the belief in the infinite possibilities of old age and wants to make a difference" (p.xvii). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence-based interventions in school psychology: Thoughts on thoughtful commentary.

Responds to comments by S. L. Cristenson, C. Carlson, and C. R. Valdez (see record 2003-01789-008); J. A. Durlak (see record 2003-01789-009); J. R. Levin (see record 2003-01789-010); J. R. Nelson and M. H. Epstein (see record 2003-01789-011); B. E. Wampold (see record 2003-01789-012); and G. E. Waas (see record 2003-01789-013) on the mini-series on evidence-based interventions (EBIs) in school psychology (T. R. Kratochwill and K. C. Stoiber [see record 2003-01789-005]; G. Lewis-Snyder, K. C. Stoiber, and T. R. Kratochwill [see record 2003-01789-007]; and E. S. Shernoff, T. R. Kratochwill, and K. C. Stoiber [see record 2003-01789-006]) . A conceptual framework for future operation of the Task Force on Evidence-Based Interventions in School Psychology (hereafter called the Task Force) is presented within the context of identification, review, coding, analyzing and synthesizing, and disseminating research related to EBIs. Reactions to the mini-series are discussed within the context of this framework. Some general comments on future directions of the Task Force are presented along with challenges and merits of EBIs for the practice of school psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Alerting and orienting in Alzheimer's disease: Are they interdependent? Reply to Festa et al. (2006).

The area of contention between E. Festa-Martino, B. R. Ott, and W. C. Heindel (2004; see record 2004-12990-007) and A. Tales and colleagues (A. Tales, J. L. Muir, A. Bayer, R. Jones, & R. J. Snowden, 2002; A. Tales, J. L. Muir, A. Bayer, & R. J. Snowden, 2002; see record 2002-06031-015) is whether the Alzheimer's disease (AD)-related increased spatial orienting effect is attributable directly to the decreased phasic alerting effect or whether they are two separate effects. In a subsequent study, A. Tales, R. J. Snowden, M. Brown, and G. Wilcock (2006; see record 2006-20657-014) have provided evidence to suggest that the increased spatial orienting effect in AD is not necessarily the result of a decreased phasic alerting effect, as an AD-related increase in spatial orienting effect occurred under conditions in which the phasic alerting effect was the same for both groups. In a commentary to this article, E. K. Festa, B. R. Ott, and W. C. Heindel (2006; see record 2006-20657-015) discuss what they suggest may be potential confounding factors within the authors' study. In this reply, further data in support of the authors' interpretation are provided, and the authors address the points highlighted by Festa et al. (2006). In addition, the authors request that if Festa et al. (2006) are to account for the changes in spatial orienting effects in AD in terms of the shifts in the phasic alerting effects, then how do they postulate how so small a change in one can produce so large a change in the other? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Postmodern psychology: Resonance and reflection.

K. J. Gergen comments on the reactions to his exchange (see record 1994-37275-001) with M. B. Smith (see record 1994-37277-001) from R. L. Russell and M. D. Gaubatz (see record 1995-36714-001); B. Denner (see record 1995-36711-001); D. Mente (see record 1995-36713-001); and D. White and A. Wang (see record 1995-36716-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

About postmodernism: Reply to Gergen and others.

In his reply, M. B. Smith comments on the issues between K. J. Gergen (see record 1994-37275-001) and himself (see record 1994-37277-001) and replies to comments by R. L. Russell and M. D. Gaubatz (see record 1995-36714-001); B. Denner (see record 1995-36711-001); D. Mente (see record 1995-36713-001); and D. White and A. Wang (see record 1995-36716-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rational explanation of the selection task.

M. Oaksford and N. Chater (O&C, see record 1995-08271-001) presented the first quantitative model of R C. Wason's (1966) selection task in which performance is rational. J. St. B. T. Evans and D. E. Over (see record 83:25190) reply that O&C's account is normatively incorrect and cannot model K. N. Kirby's (see record 1995-04302-001) or R Pollard and J. St. B. T. Evans's (see record 1984-30572-001) data. It is argued that an equivalent measure satisfies their normative concerns and that a modification of O&C's model accounts for their empirical concerns. D. Laming (see record 83:25220) argues that O&C made unjustifiable psychological assumptions and that a "correct" Bayesian analysis agrees with logic. It is argued that O&C's model makes normative and psychological sense and that Laming's analysis is not Bayesian. A. Almor and S. A. Sloman (see record 83:25168) argue that O&C cannot explain their data. It is argued that Almor and Sloman's data do not bear on O&C's model because they alter the nature of the task. It is concluded that O&C's model remains the most compelling and comprehensive account of the selection task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Heterogeneous referents, indiscriminate language, and complementary research purposes.

Refers to 3 articles constituting an interchange: W. Wilkins (see record 1980-01498-001); A. E. Kazdin (see record 1980-01445-001); and R. R. Bootzin and J. R. Lick (see record 1980-01393-001). Wilkins states here that within each of the 3 articles, similar terms are indiscriminately used to refer to different events across different research purposes. Apparent differences concerning the effects of systematic desensitization vis-à-vis nonspecific and expectancy factors represent complementary rather than incompatible positions. Wilkins argues that although Kazdin and Bootzin and Lick present cogent directions for future research, neither commentary presents a position discrepant with his main conclusions. Apparent disagreements and misrepresentations are attributable to a cumbersome conceptual and linguistic system. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Work assessment of psychiatric patients: A critical review of published scales.

Critically examines 7 published scales designed for rating the work performance of psychiatric patients: (a) Minnesota Follow-up Study Rehabilitation Evaluation Scale; (b) M-R Fergus Falls Patient-Employee Rating Scale; (c) D. Ethridge scale (see record 1968-15840-001); (d) M. Distefano and M. Pryer scale (see record 1970-21324-001); (e) A. Cheadle, D. Cushing, C. Drew, and R. Morgan scale (see record 1968-00995-001); (f) A. Burger scale; and (g) J. Clark, B. Koch, and R. Nichols scale (see record 1965-10332-001). Special reference is made to concurrent and predictive validation. Suggestions for the design of such scales are presented. (33 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Narrow view of attachment or broad view of protection? Rejoinder to the commentaries.

The authors address 3 general issues raised by the commentaries on S. Goldberg, J. E. Grusec, and J. M. Jenkins (see record 1999-15264-001) by J. Braungart-Rieker and J. Karrass (see record 1999-15264-003), S. Dickstein (see record 1999-15264-002), R. Isabella (see record 1999-15264-006), K. MacDonald (see record 1999-15264-004), and D. R. Pederson and G. Moran (see record 1999-15264-005). (a) In response to questions regarding the nature of protection, they outline a definition consistent with J. Bowlby's (1969) that extends beyond predation and survival to include protection in times of illness, injury, and emotional distress; (b) they argue that protective needs extend well beyond infancy into adulthood and are relevant to a lifespan perspective on attachment; and (c) the challenges of differentiating aspects of relationships are discussed, and the significance of a narrow definition of attachment in such efforts is emphasized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comments on three recent subliminal psychodynamic activation investigations.

Contends that unwarranted statements about subliminal psychodynamic activation research by the present author (1976, 1983, 1984) were made in the work of J. M. Oliver and R. Burkham (see record 1983-01571-001); K. C. Haspel and R. S. Harris (see record 1983-04952-001); and A. L. Porterfield and S. L. Golding (see record 1986-11992-001). Issues considered include the choice of subliminal stimuli, the present author's statistical analyses, and the necessity of a nonverbal measure of psychopathology in this research. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)