The Perceptions of Academic Women in School Psychology: A National Survey.

There is a paucity of research examining the experiences and perceptions of women employed as school psychology academicians. The purpose of this investigation was to ascertain female school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress. Comparisons between women currently working in psychology departments and those in colleges of education were of particular interest. A total of 128 female school psychology academicians (52% response rate) completed the 48-item survey entitled, "Women in School Psychology: Academia Questionnaire." The findings suggested that the majority of participants (61%) reported that climate differences did not exist. Additionally, the majority of participants were not dissatisfied with their experiences in academia. Although women perceived their respective academic climates as positive, areas of perceived gender disparity were identified. Results are discussed in terms of implications for recruitment and retention of women faculty in school psychology. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Psychological climate changes for women in academic psychology: Forecasts, sources, and implications.

Reflecting on the past, and observing the present, what kinds of psychological changes might be in the forecast for women in psychology, for women affected by our discipline, and for the discipline itself? Using metaphors borrowed from meteorology and climatology, a psychological almanac is constructed for feminist psychology in Canada, warming trends are examined on both the academic and applied fronts, and weather advisories are issued. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obituary: Alison Turtle (1939-2006).

Presents an obituary for Alison Turtle, the first scholar to write detailed historiographies of Australian psychology. Ms. Turtle was always interested in the socio-cultural context of psychology, recognizing that neither psychology specifically nor science generally are conducted in a cultural vacuum, hence her studies in cross-cultural psychology. She was a good feminist, a defender of animal rights, and an activist in the local academic union. As a unionist, she had particular concerns with superannuation questions and with women's rights and conditions of employment. Ms. Turtle died from the effects of cancer in Sydney, New South Wales, Australia, on April 26, 2006. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian feminist psychology: Where are we now?

Reviews the current status of the psychology of women field within Canadian psychology as revealed in the feminization of psychology in Canada, psychology of women courses in academic psychology, research publications in Canadian journals, papers presented at Canadian Psychological Association (CPA) conventions, and doctoral dissertation projects. The paper concludes with an insider's view of some of the general characteristics of the Canadian variant of feminist psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Women psychologists in academe: Mixed progress, unwarranted complacency.

This article reviews the characteristics of academic women in psychology. It also details what is known about women's participation in various academic roles and describes their successes in those roles. The article also discusses obstacles to women's success in psychology as a discipline and in academe more broadly. The article concludes with recommendations for the departments and institutions in which women work, as well as recommendations for APA and the field of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neoscholastic Psychology Revisited.

Beginning around 1879, a Neoscholastic psychology developed, an experimental psychology with a soul. Opposed to materialism, it sought to renew Scholastic philosophy by incorporating the findings of the natural sciences. Neoscholastic psychology is an important chapter in the history of the relationships between science and religion in the 20th century. Neoscholastic psychology was both experimental and philosophical. This article presents the main accomplishments of North American Neoscholastic psychology in academic and applied areas. Neoscholastic psychologists championed scientific psychology while insisting on a better conception of human nature. Philosophical critiques led to a decline of Neoscholasticism; after the 1960s it was no longer official Catholic philosophy. Neoscholasticism gave psychologists concerned with philosophical questions impetus to turn to phenomenology, existentialism, and humanistic psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Charles W. Bray II (1904–1982).

Presents an obituary for Charles William Bray, II. Bray received the master's degree in psychology in 1926, and the PhD in 1928; his doctoral thesis on "Vitamin A Deficiency and Its Relation to Hearing" was published in the Journal of Experimental Psychology in 1941. He was appointed instructor in psychology in the Princeton department in 1928, and then continued to rise through the academic ranks, becoming assistant professor in 1931, associate professor in 1941, and full professor in 1945. In his academic teaching, Bray was mainly concerned with experimental methodology, working with other members of the departmental staff in laboratory training courses for undergraduate students and was also deeply involved in the training of graduate students and especially their guidance in connection with their doctoral theses. He taught courses in differential psychology and educational psychology, as well as the laboratory training course in experimental psychology. Personally, Chuck was a man of warmth, grace, forthrightness, and sound judgment; he was the perfect friend to all who knew him well. As a scientist he was perceptive, painstaking, and thoroughgoing, with an unhurried objectivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the failed institutionalization of German comparative psychology prior to 1940.

Despite an illustrious history marked by the work of Wolfgang K?hler and Mathilde Hertz, among others--the significance of which still resonates in different fields of animal behavior research--and the fact that interesting work in the field continues, comparative psychology has no official status within German psychology. A partial explanation for this lack of official representation might derive from unsuccessful attempts historically to secure institutional status. "Gifted" animals served as much of the impetus for the beginning of a scientific animal psychology in Germany and contributed to its institutionalization by providing the incentive for the establishment of organizations dealing with animal psychology. Although initially serving as a catalyst for an interdisciplinary exchange on animal psychology, the case of Clever Hans was also exploited to help psychology gain institutional status in the field, albeit without lasting success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in flux: The academic-professional bipolarity.

The "main fission in psychology is that between academic psychology and professional psychology." Clinical, industrial, and social psychology, among other applied fields, have expanded dramatically since World War II. Experimental psychology itself is now being professionalized. Serious problems stem from the fact that most graduate curricula are oriented to training "pure scientists" as scholars while most psychology graduates will "wind up in professional work outside universities and colleges." One solution is "to set up a school forthrightly embracing both academic and professional graduate training." There would be an "academic department" and a separate "professional department." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An Analysis of School Psychology Faculty by Graduating University.

Shortages of school psychologists have been documented for many years with this deficiency extending not just to practitioners but to trainers as well. This article presents the results of a search to identify individuals employed in academic institutions and their graduating universities. Using an Internet search and mailings to doctoral degree-granting school psychology programs, 633 individuals were identified as having graduated from a school psychology program in the United States or Canada and being currently employed full-time in a faculty position in an institute of higher education. When graduating university was examined, the University of Wisconsin-Madison and University of Texas at Austin were consistently the highest rated programs in terms of producing school psychology academics. Other findings indicated that APA-accredited programs produced the majority of individuals in academic positions and that women have outnumbered men in entering the professorate every year since 1987. Women also currently comprise 51% of the school psychology professorate. While these data should not be considered a measure of program quality, they do provide an objective rating of program success in preparing students for careers in academia. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training the Trainee as Well as the Trainer: Lessons to be Learned From Clinical Psychology.

The training literature in industrial/organizational (I/O) psychology has benefited from empirical research in experimental psychology on such subject matter as massed vs distributive practice, knowledge of results (KOR), and the transfer of learning from the training setting to the workplace. The purpose of the present paper is to argue that further advances in the field of training will occur when there is a shift in research emphasis from reliance on findings from experimental psychology to building on extant training techniques in clinical psychology, particularly cognitive behavioral psychology. Further advances in the field of training may also occur when there is a shift in emphasis from the recipient of training, namely, the trainee, to the administrator of training, namely the trainer. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and women’s studies: Epistemological dilemma or opportunity?

Women used to be relegated to the periphery in psychology: most of us were not really heard as primary members of our discipline. Moreover, fundamental concepts and methods were developed by men about men, and applied to women only as an afterthought and without due process. Recently, more women are speaking straightforwardly from their experiences and are beginning to be heard with increasing respect, though change is slow. Concurrently, Women's Studies is coming to its own as an academic discipline. Now it is paradoxical that as women psychologists, many of us find ourselves with one foot in each of two different worlds—one in psychology and the other in women's studies. As I reflect on what it must have been like for women many years ago in psychology and on how that experience has (and has not) changed in my generation, I am coming to appreciate the intellectual challenge which I face. In this essay I discuss several epistemological and methodological issues in Women's Studies which are relevant to psychology in an attempt to bring both of my feet closer together. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When Grades Determine Self-Worth: Consequences of Contingent Self-Worth for Male and Female Engineering and Psychology Majors.

The impact of grades on daily self-esteem, affect, and identification with major was examined in a sample of 122 male and female students majoring in engineering and psychology. Self-esteem, affect, and identification with major increased on days students received good grades and decreased on days they received poor grades: basing self-esteem on academic competence moderated the effect of bad grades. Bad grades led to greater drops in self-esteem but not more disidentification with the major for women in engineering. Instability of self-esteem predicted increases in depressive symptoms for students initially more depressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Publication productivity and career advancement by female and male psychology faculty: The case of Italy.

In the United States, women tend to publish less than men do and to be overrepresented at the lower ranks of academia. This study examined the scientific productivity and career status of female and male psychology faculty in Italian universities. Psychology was selected as a discipline because for decades, it has had a female majority among its doctorates. Italy was the case study country because it has one of the highest representations of women among university faculty. This study's questions were: What is the representation of female psychology academics across faculty and high administration ranks? Is the publication productivity of female psychology academics different from that of their male peers? Finally, what institutional factors are associated with publication productivity among psychology academics? Our study focused on the 511 university psychology professors (250 women and 261 men) listed in 2004 in the Italian Ministry of Education University and Research website. We examined scientific productivity over 7 years, from 1998 to 2004, using PsycINFO. We found that women represented two thirds of assistant professors but only one third of full professors and department chairs. Overall, women published somewhat less (approximately one third less) than men, especially in international journals and as senior authors. However, consistent with prior evidence, when multiple predictors were considered together, both academic rank and institutional setting, but not sex-of-faculty, were associated with publication output. This study confirms prior observations that a strong female doctoral pipeline and scientific productivity are very slow at influencing the underrepresentation of women at the top ranks of academia. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Social psychology on television: Experimental programming.

The opportunity to present a series of psychology programs of a non-telecourse variety was an opportunity to investigate some of the experimental possibilities inherent in the presentation of social psychological content on television. "This paper describes certain aspects of the series: Techniques of presentation, the presentation of potentially controversial subject matter, and the problems involved in the evaluation of the series." One program dramatized social prejudice; another featured a discussion of basic propaganda techniques; still another focussed on worker morale. The experimental programming of social psychology on television "provides further evidence which suggests that educational television not only supplies a challenging experimental medium in social psychology, but also in the process provides a means of communicating significant psychological ideas to a greater representation of the population than has heretofore ever been possible." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of History of Academic Psychology in Canada.

Reviews the book, History of Academic Psychology in Canada edited by Mary J. Wright and C. Roger Myers (1982). The title of this book is to be taken seriously. It is a history of academic psychology in Canada in which history of the academy moves prominently to the fore, often leaving the reader with only tantalizing glimpses of the psychology that gave meaning to the effort. Substantively, it is a history of university departments of psychology in Canada. Each departmental history is written by a person or persons having a long association with the department and a sufficient interest in its history to write it. At its best, this book provides well-written and penetratingly thoughtful accounts of the struggle to build psychology as an academic discipline in Canada. Often obscured in the effort, however, is the psychology itself. What was the psychology advocated by these personalities? What did they contribute to it? The reader will have to turn elsewhere for the answers. Regardless of limitations or faults, however, this book deserves full credit as the first attempt to rescue Canadian psychologists from their "social amnesia." It is an important step toward establishing a national consciousness and identity, which by itself would be sufficient reason for a positive reception. Fortunately, it has many other features that recommend it as well. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Issues in the education and training of women in Canadian psychology.

The high attrition rate of female students in graduate programmes in psychology is documented. Some of the literature (largely American) on the problems of female students is explored for possible reasons for this high rate. The problem areas identified are: admissions practices, financial support, inflexibility of graduate programmes, faculty attitudes toward graduate students, scarcity of female role models, and psychology as a "masculine" discipline. Recommendations for action by the Canadian Psychological Association are made in each of the problem areas with a special plea for the inclusion, in both graduate and undergraduate psychology programmes, of courses on the female experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mainstreaming psychology of women with school psychology.

With the resurgence of the women's movement in the late 1960s, a new scholarly field, the psychology of women, developed within psychology. Scholarship on women continues today both as a separate area of investigation and study and as an area integrated into mainstream American psychology. Although this effort has been ongoing within psychology, school psychology has focused relatively little on women's issues and on issues of sex and gender. This is surprising given the many women in the field of school psychology and in the schools. Thus, the purpose of this special issue is to begin a process of enrichment, much as other psychology fields have already been enriched, by mainstreaming the psychology of women with school psychology. Three articles and a discussion are presented in the miniseries. Each of the authors explores a different topic relevant to women and school psychology and includes a literature review as well as discussion of the salience of the literature to professional school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Introduction à la psychologie cognitive (2e édition).

Reviews the book, Introduction à la psychologie cognitive (2e édition) by Alain Lieury (2010). The goal of this book is to provide an overview of scientific psychology for the layperson who is considering studying this subject at university. In the first part of the work, the author reviews the history of scientific psychology and its various specialties, identifying the main areas of psychology, namely psychopathology, cognitive and experimental psychology, the neurosciences, social psychology and developmental psychology. In the second part, he explores four major themes of scientific psychology, that is, auditory and visual perception; memory; intelligence; and motivation and personality. This book paints a picture of scientific psychology with a writing style that is direct, concise and well suited to its target audience. It presents information in accessible, but not hackneyed, language. Theories are illustrated with interesting and reliable examples of research. Overall the work achieves its goal, though readers may be left puzzled by its title, since the author does not clearly define what he means by "cognitive psychology," giving it a broader meaning than it would normally have in Canada. Too succinct for some and too general for others, this is nevertheless an original work dealing with a broad topic, of which there are few in French. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of A History of Western Psychology.

Reviews the book, A History of Western Psychology by David J. Murray (1982). In two respects this is a highly traditional book. First of all, the parts of the subject that are singled out for serious consideration are the most venerable core areas of experimental psychology--above all, sensation, and to a slightly lesser extent, memory and other aspects of cognition. Social psychology gets less than 1% of the total space and such areas as developmental, applied and personality psychology are hardly glanced at. There is however a whole chapter on psychoanalysis. A second traditional feature of the book is expressed in its commitment to the view that the history of psychology is to be treated purely as intellectual history. (PsycINFO Database Record (c) 2010 APA, all rights reserved)