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1.
Reports an error in "The role of the transitional realm as an organizer of analytic process: Transitional organizing experience" by Joe Cancelmo (Psychoanalytic Psychology, 2009[Jan], Vol 26[1], 2-25). The author’s name was incorrectly printed in the toc and in the author byline. The author’s name should read Joseph A. Cancelmo, PsyD, FIPA, Institute for Psychoanalytic Training and Research (IPTAR). (The following abstract of the original article appeared in record 2008-19341-002.) D. W. Winnicott's construct of the transitional realm of human experience has been widely applied and creatively extended since its introduction more than half a century ago. The author describes the extension of this construct beyond its roots in the phase-specific need for the transitional object to a paradigm for psychic structuralization. He then considers a larger implication of this construct as an organizer and vehicle of transformation in analytic process via the transference. In this more elastic use of Winnicott's construct, the analytic process becomes organized along the lines of the earliest transitional experiences: the developmental progression from a nascent to a separate self, the organization of drive experience via the other, and the sorting out of one's own mind in terms of subjectivity and objectivity. Transitional organizing experience is used as shorthand for these far-reaching structural and dynamic transformations that take place within and between patient and analyst in the dyadic interplay of the analytic process. Via familiar dynamic constellations that emerge within the analytic process, the analytic dyad comes to reexperience (as a 2-person psychology) and reorganize (as a 1-person psychology) toward less "pathological" transitional forms of experience, allowing for a resumption in development of creative transitional space. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

2.
The reviewer states that this book (K. F. Hays [2002]; see record 2002-02783-000) presents information on exercise as a therapy alternative, some information on the benefits of exercise, anecdotes based on stories of other people's exercise (and sometimes therapy) experiences, and many "self-help" exercises. The literature base for the book draws on exercise psychology, health psychology, and therapeutic practice. The book has a heavy personal flavor. The author is clearly giving her own best advice on how to incorporate exercise into the readers' lifestyle in order to achieve the physical benefits as well as some important psychological outcomes. This book would be of interest to counselors who wish to provide exercise advice to clients displaying a variety of psychological challenges. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

3.
Comments on I. McCollom's original article (see record 1972-21933-001) which examined the reading preferences of psychology students. This author states that in contrasting contrasting general interest psychology with academic psychology, the original article strikes a common truth: that students' innate interests in psychology often go unmet due to the rigors and technicalities of academic psychology. Although less appealing and lacking in consensus, the "good" psychology of the classroom has the support of a few academicians, each sharing a common goal of "psychologist." While "good" psychology may be less enticing, it continues not from popular demand but out of the complexities of defining the profession, psychology, and the professional psychologist. The current author hopes that this comment stimulates more academic support toward assisting students in becoming self-educative, creative individuals, and not stereotypes of whatever happens to be the current vogue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

4.
Reports an error in "The evolving profession of psychology: Comment on Lowe Hays-Thomas's (2000) "The silent conversation." by Ronald F. Levant, Stanley Moldawsky and Tommy T. Stigall (Professional Psychology: Research and Practice, 2000[Jun], Vol 31[3], 346-348). On page 346 in the author note, Louisiana Southern University was given as the university where Tommy T. Stigall received his PhD. The correct university is Louisiana State University. (The following abstract of the original article appeared in record 2000-03894-017.) The authors comment on R. Lowe Hays-Thomas (2000; see record 2000-03894-016). The article begins with a few comments about the master's-degree issue and then examines the evolution of professional psychology in relationship to the master's issue over the past 50 years and into the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

5.
Comments on Nathan Kogan's article "Psychology Course in High School" (see record 2005-07923-007.) The author of this comment argues that psychology should be introduced into secondary schools, because he believes it is the basic science of all. If the curriculum were to be filled with basic science, psychology must come first. The author believes that it can be proven factually that psychology is of worth to high school students and should be available to all students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

6.
Reports an error in "Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match" by Greg J. Neimeyer, Kenneth G. Rice and W. Gregory Keilin (Training and Education in Professional Psychology, 2007[Aug], Vol 1[3], 153-162). The biography for the third author was incorrect. It should read as follows: GREGORY KEILIN is an Assistant Director at the Counseling and Mental Health Center at the University of Texas at Austin and a former Chair of APPIC. He received his doctorate in Counseling Psychology from Colorado State University. His current research interests include supply and demand issues in professional psychology. (The following abstract of the original article appeared in record 2007-12635-001.) Academic training programs in clinical psychology vary in the emphasis that they place on science and practice, and this paper examines whether these differential emphases are linked to distinctive internship outcomes. In a study of 2,130 internship applicants from clinical psychology programs, differences were noted among practice-oriented programs, balanced science-practice programs, and science-oriented programs. Against a backdrop of some similarities, a differential emphasis on science and practice within academic training programs was related to significantly different internship match rates, as well as to successful matching in qualitatively different internship settings. Results provided qualified support for future work that might further address the relationship between academic training programs and outcomes in the field of clinical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

7.
[Correction Notice: An erratum for this article was reported in Vol 26(2) of Psychoanalytic Psychology (see record 2009-04869-002). The author’s name was incorrectly printed in the toc and in the author byline. The author’s name should read Joseph A. Cancelmo, PsyD, FIPA, Institute for Psychoanalytic Training and Research (IPTAR)] D. W. Winnicott's construct of the transitional realm of human experience has been widely applied and creatively extended since its introduction more than half a century ago. The author describes the extension of this construct beyond its roots in the phase-specific need for the transitional object to a paradigm for psychic structuralization. He then considers a larger implication of this construct as an organizer and vehicle of transformation in analytic process via the transference. In this more elastic use of Winnicott's construct, the analytic process becomes organized along the lines of the earliest transitional experiences: the developmental progression from a nascent to a separate self, the organization of drive experience via the other, and the sorting out of one's own mind in terms of subjectivity and objectivity. Transitional organizing experience is used as shorthand for these far-reaching structural and dynamic transformations that take place within and between patient and analyst in the dyadic interplay of the analytic process. Via familiar dynamic constellations that emerge within the analytic process, the analytic dyad comes to reexperience (as a 2-person psychology) and reorganize (as a 1-person psychology) toward less "pathological" transitional forms of experience, allowing for a resumption in development of creative transitional space. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

8.
[The history of psychology] section of [this issue of the] American Psychologist was prepared to celebrate the centenary of the publication of Edward L. Thorndike's 1898 doctoral dissertation, "Animal Intelligence: An Experimental Study of the Associative Processes in Animals." The author explores Thorndike's life and work in animal psychology, educational psychology, and mental testing. Thorndike was a "sane positivist," who believed strongly in the scientific method and the application of the results of scientific research for the betterment of humanity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

9.
The author addresses the following question: In what sense of the word "mind" may modern psychology be correctly described as the study of the mind? The author argues that "mind" should be defined as "the organization of behavior" and that psychology is the science of the mind. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

10.
The present author replies to Therese Spitzer's rejoinder (see record 2007-04031-001) to the present author's review (see record 2007-04428-001) of Spitzer's book Psychobattery. The preesent author maintains that Spitzer's central premise remains the stereotyped matching of psychology with epithets like "unproved treatments by unqualified personnel". May such anachronistic divisiveness between psychology and psychiatry be a last nostalgic twitch in the moribund combat of their mutually checkered past. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

11.
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)  相似文献   

12.
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)  相似文献   

13.
Comments on the article by Cole and Bruner (see record 1972-21705-001), entitled "Cultural differences and inferences about psychological processes." In their article Cole and Bruner stated: "the psychologist's task is to analyze the source of cultural difference so that those of the minority, the less powerful group, may quickly acquire the intellectual instruments necessary for success of the dominant culture, should they so choose [p. 875]." The current author discusses this statement in relation to the problems women face within the field of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

14.
Comments on M. E. P. Seligman and M. Csikszentmihalyi's (see record 2000-13324-001) introduction to the special issue on positive psychology (American Psychologist, 2000[Jan], Vol 55[1]). The commenting author states that Seligman and Csikszentmihalyi ignored the large body of research published in scholarly journals, such as the Journal of Humanistic Psychology the Humanistic Psychologist. They, therefore, ignored the considerable quantitative and qualitative empirical research that has been done, especially in psychology as an applied science, by members of several APA divisions, including Division 32 (the Division of Humanistic Psychology). (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

15.
Comments on M. E. P. Seligman and M. Csikszentmihalyi's (see record 2000-13324-001) introduction to the special issue on positive psychology (American Psychologist, 2000[Jan], Vol 55[1]). The commenting author suggests that to achieve a major scientific shift to positive psychology (which could complement the dominant disease-oriented focus in mental health), psychologists should reconcile and merge the two foci; this could be best done by gradually infusing positive psychology into current models of psychopathology and treatment. To ease the integration and transition from a psychopathology-focused to a strength-focused approach in therapeutic psychology, programmatic research might be necessary; three possible areas of attention are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

16.
Comments on the original article, "Intersectionality and research in psychology," by E. R. Cole (see record 2009-04471-001). Cole’s article, says the current author, makes a welcome and valuable contribution to the field of psychology. Particularly useful are the three questions that she posed, highlighting how these questions are relevant and pressing for all researchers, not just those focused on work with subordinated groups. However, there are two additional points that the current author believes need to be addressed as intersectionality moves from the margins of psychology to the mainstream. First, although Cole (2009) nicely traced the history of intersectionality, from feminists of color and critical race theorists to psychology, what the current author found lacking was a discussion about the implications of translating the theory across disciplines. The current author's second point is a methodological one and is related to the disciplinary origins of intersectionality. The current author was surprised to see Cole (2009) discuss at length the role of statistical interactions in intersectionality research. While the current author fully appreciates that Cole may have been attempting to “speak the language” of the vast majority of psychologists, a crucial point about intersectionality research was lost: that qualitative research is central to this approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

17.
Reports an error in "Child health psychology" by Dennis Drotar, Suzanne Bennett Johnson, Ron Iannotti, Norman Krasnegor, Karen A. Matthews, Barbara G. Melamed, Sharon Millstein, Rolf A. Peterson, Debbie Popiel and Donald K. Routh (Health Psychology, 1989, Vol 8[6], 781-784). The name of the author, Sharon Millstein, should be Susan Millstein. It appears correctly in this record. (The following abstract of the original article appeared in record 2008-09118-001.) The term child health psychology refers to the field of research on the behavioral aspects of children's health and illness. At this time we need to continue the work of the child health psychology special interest group and to draw into the Division of Health Psychology a much larger number of developmental psychologists, who need to be informed about the relevance of their scientific training to child health issues. We call the Division's attention and that of granting agencies such as the National Institute of Child Health and Human Development to the following high-priority child health research issues: adherence to pediatric medical regimens; child health promotion; family influences on child and adolescent health and disease; and stress and coping in childhood illness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

18.
In this article, the author responds to a set of comments (see record 2005-11834-009; 2005-11834-010; 2005-11834-011) on his original article, "Psychological Treatments" (see record 2004-21168-001). The author responds to each comment. Hal Arkowitz (2005) misread the proposed distinction between "psychological treatments" and "psychotherapy" by presuming that the author was implying that the former is evidence based and the latter is not. Kwekkeboom et al. (2005), representing the nursing profession, noted quite correctly that nurses often deliver psychological treatments on the frontlines of primary care and are independently licensed to provide nursing services, including many approaches that could be categorized as "psychological." Ahmed and Boisvert (2005) agreed that psychological treatments are a core strength of psychology and also go on to provide additional interesting examples and to identify other areas of practice in which psychologists may be uniquely qualified. Overall, the author notes that only certain well-defined pathologies will be included in any health care system, and treatment for these conditions will increasingly need to be based on evidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

19.
Comments on R. M. Cooper's original article, "The passing of psychology" (see record 1983-26906-001). According to Cooper, psychology has become fruitless, devoid of substance and honest accomplishment and the real productivity of science is to be seen in material accomplishments. According to the current author, a materialist view makes any step in the world of ideas pitifully small by comparison. Materialist "science" will seem awesome, while enlargement of understanding that does not have an immediate physical expression can only be trivial musing. This is an all too prevalent view of science. Psychology is not dead. The science and practice of psychology are blessed, as they have long been, with keen and competent minds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

20.
Essentials.     
The author presents historic justification for the inclusion of psychology in the high school curriculum. The author suggests that many of the "old" problems of high school education regarding psychology continue to exist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

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