More theoretical risks.

Responds to the comments by F. Paniagua ("Kuhn's paradigmatic view of psychology and Skinner's theory of behavior." Theoretical and Philosophical Psychology, 11, 1991, 122-125) on the current author's original article, "Meehl revisited: A look at paradigms in psychology" (Theoretical and Philosophical Psychology 9, 1989, 30-36), in which the current author reviewed Paul Meehl's (see record 1979-25042-001) famous article "Theroetical risks and tabular asterisks: Sir Karl; Sir Ronald, and the slow progress of soft psychology." According to the current author, Paniagua takes exception to two casual remarks made in the current author's paper, one about Kuhn and the other about Skinner, but neither remark is related to the actual thesis. Paniagua's comments do not carry the substantive aspects of the article forward, which is unfortunate asserts the current author, because the theory discussed therein may prove useful in understanding the nature and evolution of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reassessment of an image?

Comments on an article by M. Feinberg and J. Lefkowitz (see record 1963-02029-001) which examined the image of industrial psychology among corporate executives. According to the commentator, some of the "conclusions" drawn by the authors appear to be substantially at odds with the experiences of those who work in the area of marketing and consumer psychology. The commentator makes three points about this issue and concludes that the facts appear to be at such great odds with the findings as to warrant a reassessment of this particular "image" problem. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Making Psychology a Household Word": Erratum.

Reports an error in "Making Psychology a Household Word" by Ronald F. Levant (American Psychologist, 2006[Jul-Aug], Vol 61[5], 383-395). This erratum clarifies the APA Council of Representatives response to the PENS Task Force Report at its August 2005 meeting. (The following abstract of the original article appeared in record 2006-08928-002.) This article addresses Ronald F. Levant's four APA presidential initiatives for 2005. "Making Psychology a Household Word" was both the general theme for his presidency as well as an initiative in its own right. The other three initiatives were "Promoting Health Care for the Whole Person," "Enhancing Diversity Within APA," and "Developing an APA Position on Evidence-Based Practice in Psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Letter to The Editor, Canadian Psychologist: Dear Mr. Gibson.

In this letter to the editor, O. Spreen reports an error in "Applied Training Programmes of Psychology in Canada: A Survey" by Artur Z. Arthur (Canadian Psychologist Psychologie Canadienne, 1971[Jan], Vol 12[1], 46-65). Page 49 contains an error regarding the available staff for applied training programs at the University of Victoria. The correct figure under column 7 (staff, full-time, psychology) should not be 40. Instead the correct figure for 1971-72 should be 11; under "staff, other departments", 4 should be listed; under "staff, part-time", 1 should be listed; under "staff in applied settings", 3 should be listed. (The following abstract of the original article appeared in record 2007-02140-007.) A survey of professional applied training programmes in the Canadian universities was carried out in 1969. Reported were 29 programmes: 17 in clinical psychology, 4 each in counselling and school psychology, one each in educational psychology and learning disabilities and 2 in experimental psychopathology. The number of places in the universities was related to the expected manpower requirements. Information was also given concerning the numbers of teachers in each programme, the types of applied settings utilized, and the different courses offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Setting for Clinical Training.

Comments on "A postdoctoral residency program in clinical psychology" by J. Matarazzo (see record 1965-13326-001). Matarazzo describes an interesting postdoctoral training program in clinical psychology in a medical school setting. A major feature of this program is the intent to train young psychologists to assume "full professional responsibility for patients and clients." The assumption of "full professional responsibility" is incompatible with an extension of the professional's formal training period into the postdoctoral years. The multiple-consultant and highly institutionalized approach characteristic of the medical setting actually attenuates the degree of responsibility that any one professional is required and able to assume, rather than to intensify it. A final objection could be directed at the basic concept of the desirability of one person's assuming "full responsibility" for another. It would seem to me that the use of this concept in Matarazzo's report may in itself be an indication of how a medically based idea can inadvertently infiltrate the thinking of those who had been exposed for years to such a setting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Centenary of psychology: 1856-1956. Celebration at Washington University, St. Louis.

To mark a "convergent anniversary in the history of behavioral science—experimental psychology, clinical psychiatry, and psychoanalysis—a program under the title of "Psychology in Perspective—A Centenary Celebration: 1856-1956" was offered at Washington University, St. Louis, on September 28-29. Papers presented included "Psychology in Evolutionary Perspective" by Julian Huxley, "The Role of Consciousness in the Emergence of a Scientific Psychology" by Edwin G. Boring, "Organic Order from Mental Disorder" by Winfred Overholser, and "The Cultural Matrix of the Unconscious" by Saul Rosenzweig. Each of these papers is briefly summarized. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Military are essential.

In his outburst against Meredith Crawford's (1970) article on military psychology (see record 1970-17677-001), M. J. Saks (see record 1990-56844-001) quotes from the APA's Ethical Standards: the psychologist "protects the welfare of any person who may seek his service . . . ." He then claims that "military psychology is clearly in conflict" with this principle. Saks is, of course, entitled to his personal opinion. But evidence is amply at hand to indicate that he does not represent the overwhelming majority of his fellow citizens who believe that the military are essential for the defense of their welfare in the present-day world. In their opinion, military psychology would further, rather than violate, the above-quoted principle. It would seem wise, therefore, to express gratitude to Crawford and military psychology for the aid they give in making our armed forces more efficient in protecting the welfare of the United States. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Making psychology a household word.

[Correction Notice: An erratum for this article was reported in Vol 61(8) of American Psychologist (see record 2006-21079-021). This erratum clarifies the APA Council of Representatives response to the the PENS Task Force Report at its August 2005 meeting.] This article addresses Ronald F. Levant's four APA presidential initiatives for 2005. "Making Psychology a Household Word" was both the general theme for his presidency as well as an initiative in its own right. The other three initiatives were "Promoting Health Care for the Whole Person," "Enhancing Diversity Within APA," and "Developing an APA Position on Evidence-Based Practice in Psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interspecies versus Species-Specific.

Comments on "Experimental investigations of species-specific behavior" by Beach (see record 1961-01865-001). With respect to Beach's plea for the investigation of species-specific behavior, perhaps the assumption should be made by all comparative psychologists that "Any behavior is presumed interspecies until proven species-specific." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supplement to listing of APA-accredited doctoral and predoctoral internship training programs in psychology.

The Committee on Accreditation announces the changes presented here to the list of APA-Accredited Doctoral Programs in Professional (Clinical, Counseling, School) Psychology and Predoctoral Internship Programs in Professional Psychology. The original date of accreditation, listed for each program, is the day on which the program's accredited status became effective. Please note that there is an additional "captive" internship training program at the end of this list. These changes update the listing published in the December 1985 American Psychologist (pp. 1380-1398). Complete lists are available on request from the APA Accreditation Office. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editor's note.

The editor thanks Dr. Spreen for the correction detailed in his letter (see record 2007-02141-045). Dr. Arthur notes in reply that there was some communication breakdown concerning the 40 staff as "staff, other department" under the rubric psychology staff. Dr. Arthur also requests that the survey acknowledge with thanks the contribution to the analysis of Bonnie Hazell and Margaret Lines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A school psychological perspective on the consulting psychology education and training principles.

States that the "Principles for Education and Training at the Doctoral and Postdoctoral Level in Consulting Psychology/Organizational" (R. L. Lowman et al, Education and Training Committee, see record 2003-04049-003) are a welcome contribution to psychology. They will be useful to faculties in school psychology programs and will assist in the conceptualization and implementation of doctoral and postdoctoral programs. The Principles are complemented for anticipating the future evolution of the field. Formative suggestions are offered to have the competencies more fully address diversity issues. The author observes that information technology has brought powerful tools to all organizations, businesses, educational institutions, and governmental agencies. The consulting psychologist should understand the potential of these tools and their liabilities. The future consulting psychologist's capacity to address complex ethical situations is also addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Applied training programmes of psychology in Canada: A survey.

[Correction Notice: An erratum for this article was reported in Vol 12(2) of Canadian Psychologist Psychologie Canadienne (see record 2007-02141-045). Page 49 contains an error regarding the available staff for applied training programs at the University of Victoria. The correct figure under column 7 (staff, full-time, psychology) should not be 40. Instead the correct figure for 1971-72 should be 11; under "staff, other departments", 4 should be listed; under "staff, part-time", 1 should be listed; under "staff in applied settings", 3 should be listed.] A survey of professional applied training programmes in the Canadian universities was carried out in 1969. Reported were 29 programmes: 17 in clinical psychology, 4 each in counselling and school psychology, one each in educational psychology and learning disabilities and 2 in experimental psychopathology. The number of places in the universities was related to the expected manpower requirements. Information was also given concerning the numbers of teachers in each programme, the types of applied settings utilized, and the different courses offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gudmundur Finnbogason, "Sympathetic understanding," and early Icelandic psychology.

Gudmundur Finnbogason (1873-1944) was a pioneer of Icelandic psychology. He was educated at the University of Copenhagen where he finished his M.A. in 1901 in philosophy, specializing in psychology. During the years 1901-1905, Finnbogason played a major role in establishing and shaping the future of primary education in Iceland. He defended his doctoral thesis on "sympathetic understanding" at the University of Copenhagen in 1911. This work deals with the psychology of imitation. In it Finnbogason defends the view that imitation is basically perception so that there is a direct link from perception to motor behavior. Through imitation people tend to assume the countenance and demeanor of other people, thus showing, in Finnbogason's terminology, "sympathetic understanding." Finnbogason's theory of imitation in many respects anticipates contemporary approaches to the psychology of imitation. In 1918 Finnbogason became professor of applied psychology at the recently founded University of Iceland. Here he attempted to establish psychology as an independent discipline. In this he was unsuccessful; his chair was abolished in 1924. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psycholinguistics and the Psychology of Language.

Comments that two recent papers in the American Psychologist deal with the problem of sentences in language (G. A. Miller, "Some psychological studies of grammar," American Psychologist, 1962, 17, 748-762, see record 1963-06655-001; C. E. Osgood, "On understanding and creating sentences," American Psychologist, 1963, 18, 735-751, see record 1964-07405-001). Earlier, a paper by Mowrer (1954) dealt with substantially the same subject. These papers attempt a psychological approach to what is traditionally a linguistic problem, hence are aptly labeled "psycholinguistic" efforts. The present author believes a distinction is in order between "psycholinguistics" in this sense, and the "psychology of language." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Letter to The Editor: Canadian Psychologist.

Comments on (1) Anonymous Review of "Readings in General Psychology: Canadian Contributions" by A. W. Pressey and J. P. Zubek (see record 2007-02140-023) and (2) Editorial Policy with Respect to Publishing of Unsigned Book Reviews in the Canadian Psychologist. In the January 1971 issue of the Canadian Psychologist (pages (87-89) there appeared an unsigned review of my co-edited book entitled "Readings in General Psychology: Canadian Contributions". May I state, at the outset, that I was most disturbed by its overall nature which was characterized not only by unwarranted ridicule, some obvious biases, and several gross misinterpretations but also by an almost complete failure to understand the purpose and scope of this book. Even more serious is the reviewer's suggestion or implication that the use of this book might conceivably have a detrimental effect on our beginning university students by providing them with a superficial or even a distorted impression of the nature of "Canadian psychology". Largely because of this allegation, I feel compelled to reply to the review. Furthermore, I also feel compelled to raise a somewhat related issue, viz., the nature of the editorial policy of the Canadian Psychologist regarding book reviews, particularly the publishing of unsigned reviews. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The Meaning and Measurement of Ego Development": Erratum.

reports an error in the original article "The Meaning and Measurement of Ego Development" by Jane Loevinger (American Psychologist, 1966, 21, 195-206). The entry in the first row of the fourth column of Table 1 on page 198 should read "Self versus nonself." (The following abstract of this article originally appeared in record 1996-08890-001): Defense of research workers in clinical psychology. Ego development is "second only to intelligence in accounting for human variability [and] must become a focal construct in psychological theory and research." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and Theology Schools.

The present author comments that the Gilmer and Mensh report on psychology in other professional schools (American Psychologist, 1956, 11, 676-679, see record 1958-01113-001) contains the statement, "The picture of psychology in schools of theology is most difficult to obtain." Gilmer has apparently explained to the author that the main point of this statement is the fact that fewer than 5% of the teaching personnel appear to be members of the APA. The present author reports that there is information from 54% of the country's 200 theological schools, however, and, with the permission of the editor of "Pastoral Psychology", abstracts from the October 1956 issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Erratum.

Reports and error in the original article by Constance T. Fischer's (American Psychologist, Jan [1973], Vol no. 28 [1], 90-91) "Psychology as a Human Science contra Humane Behaviorism", should read: "While its [humanistic psychology's] argument with behaviorism thus is not an opposition to being scientific, it is a stance against being scientific with humans (cf. Giorgi, 1970)." The printed version renders "scientistic" as "scientific," thus obfuscating a critical point. Scientism is the position that to be scientific a discipline must model itself after the physical sciences. The point was that, in contrast, psychology as a human science seeks to develop methods that are appropriate to man recognized as more than physical object. (The following abstract of this article originally appeard in record 1990-57039-001.) Challenges D. L. Avila's (1972) assertion that humanism refers only to the development and use of knowledge toward humane ends in his proposal to "kill" humanism and unite humaneness and behaviorism. Humanistic psychologists are described as being not merely humanitarians but as being committed toward dealing with humanness in its own right. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Consideration of Consulting Psychology/Organizational Educational Principles as they relate to the practice of industrial-organizational psychology and the Society for Industrial and Organizational Psychology's Education and Training Guidelines.

This article is written on behalf of the Society for Industrial and Organizational Psychology (SIOP) to present its reactions to the "Principles for Education and Training at the Doctoral and Postdoctoral Level in Consulting Psychology/Organizational" (R. L. Lowman et al, Education and Training Committee, see record 2003-04049-003). An overview of the history and practice of industrial-organizational psychology is provided. The Consulting Principles are then compared with SIOP Education and Training Guidelines (SIOP Guidelines, 1985 and 1999), and recommendations are made for enhancements to the Consulting Principles. The primary recommendation is for the addition of a second tier of competencies focusing on the knowledge, skill, and abilities that underlie the types of work described in the Individual-, Group-, and Organizational-Level Competencies. As an alternative, the Consulting Principles could focus on consulting skills and refer to the appropriate APA divisions regarding specialty areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)