"The Straw That Broke the Camel's Back" (Answer to Paul Gedansky's Criticism).

The author regrets that her statement in "Psychology--a Profession or What," served to heighten Gedansky's anguish to the point where his anger was unleashed against the PhD in psychology. She is fully in sympathy with him, but finds it hard to agree that the MA is the optimum educational requirement for clinical psychology, because "the berated MA technicians have been quietly giving the bulk of clinical services in the hospitals and clinics of the United States for a good many years." Also it does not follow that hospitals and clinics must continue to use the MA in psychology rather than the PhD just because they have done so in the past. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historical inaccuracy.

Comments on the original article, "Theoretical Insularity and the Crisis of Psychoanalysis," by Frank Summers (see record 2008-09085-001). In that article, on p. 416, the following statement is made: "Sometime in the 1970s, Kohut asked George Pollock, then the Director of the Chicago Institute for Psychoanalysis, for a self psychology curriculum to be included in the training program. When Pollock refused, Kohut considered breaking away and forming his own institute. Although the founder of self psychology decided to stay at the Chicago Institute, Pollock never forgave him, and the bitterness and enmity between the ego and self psychologists at that institute is still evident." Here, the current author--a friend and colleague of Kohut's--maintains that this statement is untrue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The uncertain future of clinical psychology": Erratum.

Presents an error in the original article by G. W. Albee (American Psychologist, 1970 [Dec], Vol 25[12], 1071–2080; see record 1971-08263-001). The following incorrect statement appears on page 1077, lines 15–27: "…the American Medical Association has relinquished its tax-exempt status in order to participate actively in attempts at influencing legislation…' The American Medical Association has never relinquished its Sec. 501(c) (6) tax-exempt status and continues in this category to this date. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On Meredith Crawford's "Military psychology…"

M. P. Crawford's (see record 1970-17677-001) consideration of the social and environmental contributions of military psychology (MP) whitewashes its negative aspects and fails to acknowledge that MP is in conflict with ethical standards governing the role and goals of psychologists. (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)     

Rehabilitation Psychology, Medical Psychology, Health Psychology, and Behavioral Medicine.

In their recent article, "The Distinctiveness of Rehabilitation Psychology," Shontz and Wright (see record 1981-26520-001) attempt to differentiate rehabilitation psychology from other areas of applied and professional psychology in health settings. Although the authors' historical recounting of early research and theory in rehabilitation psychology is informative, too little emphasis is placed on the relationship between rehabilitation psychology and "mainstream" professional psychology, particularly with regard to its health-setting applications. There appear to be more similarities than differences. The authors' argument runs full circle, namely, that rehabilitation psychology is distinct because of its philosophy, but its philosophy and "principles are valuable to psychologists in many specialties" (p. 919). The notion of involving a patient in his/her care and treatment planning also is not unique to rehabilitation psychology. Shontz and Wright state that rehabilitation psychology is not medical psychology; however, instead of defining medical psychology, they go on to talk about medical care. Medical care is not medical psychology. Further confusion is added by the statement that medical psychology should be a component of rehabilitation psychology. The authors are using medical psychology, health psychology, and behavioral medicine as if they are synonymous, when they are not. Each discipline is made distinct here. Shontz and Wright do not address what the majority of psychologists in rehabilitation do, that is, provide services. In short, although the authors complain about the unfamiliarity of rehabilitation psychology relative to the profession as a whole, their article does little to promote rehabilitation psychology as an area of interest important to professional psychologists in health care and/or rehabilitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Baccalaureates in psychology: 1969 and 1970.

Results of questionnaires administered to psychology BA-degree recipients (N = 4,320) in 1969 and 1970 showed 29% planning to enroll in a graduate department of psychology, 24% planning post-BA education in some other field, and 47% with no immediate educational plans. 27% of the employed Ss stated that their work was directly related to their training in psychology. Data are also presented on employment setting and salaries, financial support for graduate school, and fields of study other than psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioural science and behavioural medicine revisited.

Presents a retrospective view of the relations between behavioral science and behavioral medicine that shows that the concept of "behavioral medicine" has wider and deeper roots than are usually recognized by those who date its inception from the 1970's. Its premises and procedures are also best seen as being broader than those involved in, for example, behavior modification and biofeedback. It is suggested that even the use of the term "health psychology" may divert appreciation from the contribution of the behavioral sciences in general to the problems of health and illness. Three main forces at work in the behavioral sciences are discussed: psychiatry's expanding role in medical education, social change and innovation, and the involvement of social scientists in health care. J. D. Matarazzo's (see record 1980-31050-001) definition of health psychology as the aggregate of the specific educational, scientific, and professional contribution of the discipline of psychology to the promotion and maintenance of health, the prevention and treatment of illness, and the identification of etiologic and diagnostic correlates of health, illness, and related dysfunction, is proposed as a more encompassing definition. (French abstract) (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical psychology comes of age.

Reviews the history of organized psychology in the US since the establishment of the American Psychological Association in 1892. Topics explored include the impact of World War II, new support for practitioners, development of professional training, growth in the 1970s and 1980s, organized psychology's response to growth, and the 1987 National Conference on Graduate Education. The statement by J. D. Black (1949), that psychology is well-grounded and its status secure, is confirmed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicum and internship experiences in school psychology: Recent trends in graduate training.

Describes a 1970 survey of internship and practicum experiences in school psychology to clarify how these experiences were perceived by universities and colleges throughout the nation. Of the 130 institutions contacted, 108 returned the survey and 96 reported having viable school psychology programs in the 1969-1970 academic year. Data reveal that (a) internship and practicum training experiences were still strongly tied to areas of intelligence testing, personality assessment, and child development; and (b) institutional training programs seldom stress educational content areas in their school psychology programs. Implications of data are discussed and illustrated graphically. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A new role for psychologists—Hospital Ethics Committees.

Over the past decade psychology has begun to appreciate that it represents more than "merely mental health care" and has become increasingly involved in the generic health care arena. The participation of psychologists in Hospital Ethics Committees (HECs) is presented as a professional activity for which psychologists are particularly well suited. The clinical mission of HECs, the historical importance of ethical considerations to psychology, and the field's specific training and psycho-social expertise suggest valuable contributions that psychologists can make in this particular area. Further, as psychology actively increases its participation in HECs, other professional disciplines outside of the mental field will systematically have the opportunity to become more familiar with psychology and its clinical and research expertise. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of APA dictionary of psychology.

Reviews the book, APA dictionary of psychology by Gary R. VandenBos (see record 2006-11044-000). This book is an impressive comprehensive reference book that includes germane entries of overlapping and interrelated disciplines. This dictionary is a useful resource not only for professionals who work in the field of psychology, but also for the professionals who work in related and/or overlapping disciplines (e.g., social workers, psychiatrists, practitioners, lawyers). The long list of editors and contributors shows that the making of this book was a major joint effort. The hard-covered book has 1,023 pages and more than 25,000 entries that are accompanied by thousands of cross-references. The dictionary provides a brief history of the book's development and a brief guide to its layout and format. The book has high-quality paper, a double-column layout, large boldface headwords, and small boldface subentries, all of which make it easy to read. In addition, each entry is generously indented under the headword making the pages appear less crowded when compared to other dictionaries. The size of the book is very reasonable, which will be appealing to the reader. Overall, this high-quality dictionary is a very useful resource for professionals and students in the field of psychology, as well as for professionals in related disciplines. Regardless of whether the reader is a professional or novice, he or she will no doubt appreciate this comprehensive "user friendly" dictionary. The wait for a psychology reference book was worth it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rorschachbound: A 50-year memoir.

Originally introduced into America in the early 1920s, the Rorschach attracted students from many disciplines who revolted against the "trait" psychology that pervaded the psychological scene at the time. For 30 yrs, Rorschach students enthusiastically viewed the technique as a global method that could study the human personality as a whole and in depth. In the late 1960s, the Rorschach was challenged because of repeated failures in validating research, and interest declined in its development and application. Since 1970, however, it has emerged with more strength and vigor and on firmer theoretical foundations and sounder methodology. Greater prominence must be given to clinically oriented research, notably to the idiographic and interactional aspects of the method, so that the Rorschach can reach its ultimate goal of complete scientific validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Beyond Husserl.

In his article "Husserl Revisited," Jennings (see record 1987-05956-001) did a noteworthy job of introducing the complex work of Edmund Husserl and the relation of that work to psychology. However, to have a broad conception of phenomenology, one must see that Husserl's work is not all there is, or has been, to the praxis of the discipline. It could be asserted that the phenomenological psychology practiced by at least some today stands totally independent of Husserl, drawing instead on Brentano, Stumpf, James, and the gestaltists. In saying this, it is not my point to defame Husserl, merely to keep him in perspective. There can be no doubt of Husserl's influence on many current phenomenological psychologists (e.g. Giorgi, 1970). Still, articles like Jennings's promote a confusion between the work of one individual and the discipline as a whole. It was my intention in this comment to suggest sources for review and consideration, believing that from them readers will find a more complex and less distinct relationship between phenomenology and psychology than that presented by comparing only Husserl's views with psychology. Beyond this point, I share the views of Jennings completely and embrace the aim of his original article, which was to stimulate "a more fruitful dialogue between the disciplines" (p. 1240). (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)     

Psychology Course in High School.

Engle and Bunch (Amer. Psychologist, 1956, 11, 188-193) indicate that the teaching of psychology at the high school level is increasing. Implicit in the Engle and Bunch statement is a certain measure of gratification with recent developments in this sphere. A sobering note appears, however, in a letter by Engle (Amer. Psychologist, 1956, 11, 206) in which the APA contacts of secondary school psychology teachers are cited. Engle concludes his letter by urging that some form of APA affiliation be established for high school teachers of psychology. This writer believes that the qualification of the teacher is secondary to the more basic question of whether the teaching of psychology at the secondary school level is in the best interests of the intellectual development of the college preparatory student. It is the contention of this writer that psychology can be fitted into the secondary school curriculum only at the sacrifice of more basic disciplines. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Terwilliger on Skinner.

Objects to R. Terwilliger's (1970) criticisms of Skinner and behavior theory, particularly Terwilliger's statement that psychology serves to justify current social and political circumstances and allows no room for social change. Terwilliger's real argument is with determinism, not behavior theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Linguistic isolation of American social psychology: A comparative study of journal citations.

Examined articles in 9 social psychology (SP) journals from 5-yr intervals between 1945 and 1970 to determine the extent of linguistic isolation in SP, the historical development of isolation, and the extent of isolation relative to other scientific disciplines. Results indicate that 98.2% of citations were to English language sources and that US social sciences tend to be linguistically isolated in comparison to US physical sciences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)