Between the laboratory and life: Child development research in Toronto, 1919-1956.

Between 1919 and 1956, psychologists at the University of Toronto built a research program in developmental psychology on a functionalist, holistic, and ecological basis. They conducted longitudinal studies on mental health in growing children in educational settings instead of in laboratories and formed strong alliances with the local educational system in order to do so. They initially defined mental health as adjustment and considered conditions within schools to be conducive to its attainment. After developing a psychological theory of personality development, they came to view educational conditions as discouraging the development of mental health. The alliance between the educational system and psychology consequently unraveled, and the program declined. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retracing the footsteps of Wilhelm Wundt: Explorations in the disciplinary frontiers of psychology and in V?lkerpsychologie.

In 1927, Wilhelm Wundt’s daughter, Eleonore Wundt, compiled and published a comprehensive catalogue of her father’s works and works in translation. We use this catalogue as a starting point for an examination of the breadth of Wundt’s contributions, the reaction to his works from the international psychological community, and the overall trajectory of his academic career. Two areas of particular interest are Wundt’s view on the nature of psychology and its relationship to other disciplines, and his discussion of the nature of V?lkerpsychologie and its role in psychology. A close examination of original sources reveals that Wundt anchored psychology in the realm of mental sciences. He regarded “psychology [to be] in relation to natural sciences the supplementary, in relation to the mental sciences the fundamental, and in relation to philosophy the propaedeutic empirical science.” The accomplishments and limitations of Wundtian V?lkerpsychologie are viewed stereoscopically through the lenses of its explicated conceptions, goals, and methods, on one hand, and of the contemporary advancements in psychology, on the other. Current implications of Wundt’s works and further developments of his ideas are related to Davidson’s theory of epistemology and to present-day deliberations on the biocultural coconstruction of human development. We conclude by considering the continuing relevance of Wundt’s intellectual legacy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction.

In the articles presented in this issue, developments in professional psychology following World War II are described. Elizabeth B. Wolf recounts her experiences as a graduate student in clinical psychology in the period just before the "psychotherapy revolution" and gives us a glimpse of clinical psychology in action during the 1940s and how she bartered her way into an internship. Dr. Wolf, still active in clinical psychology training, also discusses the early evolution of clinical psychology training programs. Milton F. Shore chronicles the rise and fall of the community mental health movement in our country and addresses the strengths and weaknesses of these programs and psychology's contributions to them. Robert Perloff, who characterizes himself as an "applied generalist," relates how his training in industrial psychology set the stage for his role in the development of consumer psychology and led to his interest in knowledge utilization. Each of these reminiscences catches the enthusiasm and optimism that pervaded professional psychology in the postwar years. These articles challenge us to recapture that optimism and commitment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Editor’s choices.

Reviews the books, Mind regained by Edward Pols (see record 1998-06466-000); Manifesto of a passionate moderate by Susan Haack (1998); and Mind, meaning and mental disorder: The nature of causal explanation in psychology and psychiatry by Derek Bolton and Jonathan Hill (see record 1996-98296-000). In different but equally compelling ways, these three books address central problems in philosophical psychology and offer telling replies to more complacent perspectives on the nature of mind and mental life. The first two of the volumes are by philosophers, the third by authors trained in clinical psychology and psychiatry. In different ways, each of the volumes is at war with simplistic conceptions of explanation; each is also careful to distinguish between the correctives needed and a lapse into relativistic and ultimately skeptical positions on the nature of knowledge itself. All three of these volumes would serve as useful, even essential, texts in advanced courses in theory and philosophy of psychology, philosophy of social science, philosophy of mind. But so would they serve in interesting ways the larger aims of courses in Personality and Abnormal Psychology. Together, these books present encouraging reminders of the importance of conceptual analysis to the development and refinement of Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

L'Annee Psychologique.

L'Annee Psychologique was founded by Henri Beaunis and Alfred Binet in 1894. Since then it has become the most visible journal of experimental psychology to be published in French. To celebrate the 100th anniversary of the journal, Paul Fraisse and Juan Segui (1994) invited nearly twenty scientists to prepare a critical review of selected papers published in the early issues. The resulting chapters address seven broad topics: (a) The history of the journal with a special emphasis on the significant influence of its first two editors (i.e., Alfred Binet and Henri Pieron); (b) Pieion's conception of the domain of experimental psychology, which differed notably from Wundt's; (c) early research on memory and classical conditioning; (d) Binet's contribution to the definition and measurement of intelligence and to the development of Educational Psychology; (e) early research on sensory processes with a special emphasis on audition, crossmodality processes, and Pieron's attempt to characterize the relation between stimulus intensity and simple reaction time; (f) early investigations of neurological disorders, aphasia in particular, and delays in intellectual development; and (g) early applications of probability theory to statistical inference in psychology. These chapters highlight the numerous and significant contributions of French experimental psychologists in the first half of the 20th century. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical Psychology: Reprint of Witmer's 1907 article.

Reprints L. Witmer 's (1907) original article which describes the development of the "psychological clinic" at the University of Pennsylvania . Describes the function of the clinic in providing conjoint physical and mental examinations. Illustrates, using case examples of a 10 yr old & 14 yr old male, the operation of the clinic. Outlines a proposed plan of organization for practical work in psychology delivered before the APA in 1896. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The wise baby meets the enfant terrible: The evolution of Ferenczi's views on development.

Ferenczi's interest in the mental life of children and its effects on the psychology of the adult can be traced back to his initial encounter with psychoanalysis in the first decade of the 20th century, and the development of his technical and theoretical formulations can be discerned in the context of 3 distinct transferential phases in his relationship with Freud. In the final phase, Ferenczi introduced modifications in his technique to accommodate patients whose symptoms could be traced to early developmental disturbances. S. Ferenczi's (1931/1955) late paper, "Child Analysis in the Analysis of Adults," attempts to address the technical difficulties encountered in treating these patients and sets the stage for the bitter dispute that sullied his personal relations with Freud. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further issues in the psychology of affect and motivation: A developmental perspective.

Affect has always occupied a place of central importance in psychoanalysis, from Freud's early writings and revisions, to more recent contributions of many others, and into the current era of theoretical pluralism. Following Darwin and Freud, Silvan Tomkins (1911-1991) explored clinical and theoretical aspects of affect and motivation for over four decades; however, Tomkins' work is often misunderstood and rarely discussed comprehensively, particularly his more recent and posthumous elaborations. Tomkins is best viewed as presenting a developmental psychology of affect, and the theoretical and clinical aspects of Tomkins' work relevant to psychoanalysis are examined here with particular emphasis on his more recent revisions and additions. Tomkins and his colleagues described in detail the nature of affects and their triggering mechanisms; the development and transformations of the affect system; the potential for virtually unlimited ideo-affective structures resulting from this system; the relationships between affects, motivation, and other mental functions (e.g., drives and cognition); and various clinical implications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Anorexia nervosa: A multidimensional perspective.

Reviews the book, Anorexia Nervosa: A Multidimensional Perspective by Paul E. Garfinkel and David M. Garner (1982). In the present volume, Garfinkel and Garner have contributed a very valuable resource on anorexia and its treatment. It is certainly the best available review of the theoretical and empirical literature on anorexia; and its meticulousness and comprehensiveness are very impressive. The book covers both the physiological and psychological complements of the disorder; and the major theme is that anorexia is complex and multidetermined, and foils attempts at one-dimensional explanation. This book provides a general introduction to a complex topic without taking short-cuts or indulging in simplistic formulations. As a review for the purposes of researchers, it is invaluable because of its comprehensiveness and clear organization. And as a sourcebook for mental health practitioners, it is full of insights from two of the most experienced experts in the area. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Theory and Problems of Child Development.

Reviews the book, Theory and Problems of Child Development by D. P. Ausubel and E. C. Sullivan (1970). Unlike many standard texts used in undergraduate child psychology in North America this one stresses theoretical issues, and places emphasis on physical maturation in early development, personality growth and cognitive growth. This book provides an interesting compromise between the hard-nosed laboratory approach to the particulars of child behaviour on the one hand, and the soft mental hygiene and 'helping' approach of many other recent texts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A brief history of the psychology course in american high schools.

Psychology has been a part of the high school curriculum for the past 170 years in a variety of forms, in classes labeled mental and moral philosophy, mental hygiene, personal adjustment, child development, human relations, and psychology. This abbreviated and selective account traces that history, including the considerable role played by the American Psychological Association. This history focuses on the social and educational contexts that led to changes in the nature of high school psychology classes and concludes with comments about the value of precollege psychology classes. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Early intervention improves intellectual development in asphyxiated newborn infants. Intervention of Asphyxiated Newborn Infants Cooperative Research Group

OBJECTIVE: To evaluate the effect of early intervention on the intellectual development in asphyxiated newborn infants. METHODS: Full term asphyxiated infants (Apgar score < or = 6 at 5 minutes after birth) were randomly assigned to early intervention group (34 cases) and conventional care (30 cases) group. The normal control group consisted of 38 infants. Sex, mother's educational background, environmental condition and physical development were not significantly different in the 3 groups. Zero to two years early intervention program was compiled on basis of the national and foreign material about 1 month ahead of average development of the child. It included motor, cognitive, speech development and social behavior. Parents were instructed to carry out early intervention. RESULTS: At the age of 1.5 years, average score of mental development index (MDI) in early intervention group was 14.6 higher than that in conventional care group (F = 18.86, P < 0.0001). MDI score in early intervention group caught up with that in normal control group (F = 2.17, P > 0.05). Conventional care group was 9.7 lower than normal control group (F = 10.14, P < 0.01). Two of 30 cases (6.7%) in conventional care group was mentally retarded while none was mentally retarded in the early intervention group. CONCLUSIONS: The results showed that the early intervention could promote intellectual development of asphyxiated infants and be of much benefit to the prevention of mental retardation.     

Estefania Aldaba-Lim (1917-2006).

Presents an obituary for Estefania Aldaba-Lim. Psychology mourns the loss of one of its most distinguished colleagues. Estefania (Fanny) Aldaba-Lim died on March 7, 2006, at her home in Manila, Philippines, at age 89. A lifelong advocate for mental health, responsible parenthood, and improving the lives of women and children, she rose to rare stature in her country and internationally, reaching well beyond psychology into public service. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From the ground up: Building a psychology of women internship track.

Where can a graduate student interested in a specialty track in the psychology of women apply for internship? Until recently, there was no American Psychological Association (APA)-approved internship site in the United States offering such an experience. In addition to the generalist training that typifies APA internships, the internship year also presents an opportunity for specialization. If internship sites are to produce psychologists well equipped to address women's unique mental health needs, then it is vital to create opportunities for trainees to specialize in the psychology of women while on internship. This article describes the development of a Psychology of Women Track as part of a predoctoral internship program, including the context of the track, the specific training experiences included in the track, and a conceptual model of psychology of women training that can be used at other internship sites. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The process of mental health consultation: A systematic look within the context of community psychology.

The process of mental health consultation has been generally defined in terms of the techniques which the psychologist uses, "the how" of the consultant's role. The content, "the what" of this process is now being considered. The issues raised are partly based on the analysis of all consultation - contacts (N-56) collected during the first nine operational months of a project serving a sample population previously not reached by traditional clinical settings. Specifically this paper discusses the way in which a record-keeping method, devised specifically to account for "what" happens during a consultation, yields findings clarifying, complementing and at times diverging from what has been impressionistically reported to be content of the consultation process: a focus on psychopathology and intrapsychic conflicts of the consultee's charges. This pilot project in its attempt to systematically record all consultant's activities, has methodological implications for valid functional definitions of the mental health consultant within the context of community psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Veterans Administration psychology: Six decades of public service (1946-2006).

Psychologists in the Veterans Administration (VA), now the Department of Veterans Affairs, have contributed 60 years of public service to the treatment of our nation's veterans, enhanced by their involvement in clinical research supporting that care. From the development of new mental health care programs following World War II to their role in today's polytrauma centers caring for severely wounded veterans, VA psychologists have not only provided distinguished service to veterans but also provided insights for the entire profession in the care of veterans. This article highlights some of their contributions to practice and research as VA psychology and its training program celebrate their 60th anniversary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction: Methodological issues in school-based mental health services research.

New research directions on the effectiveness of mental health services for children and adolescents offer the opportunity for school psychology to apply its knowledge base to the systemic juncture between mental health and school systems. Models of service delivery to children, adolescents, and their families that integrate school, mental health, and other service sectors are being actively studied to answer questions about the outcomes of these services for children with mental health problems. The papers in this journal were first presented at the 6th Annual Research Conference of the Florida Mental Health Institute on "A System of Care for Children's Mental Health: Expanding the Research Base." The papers describe state-of-the art studies of school-based mental health interventions for children, adolescents, and their families. In each of the papers, particular attention is paid to the salient methodological issues researchers face in conducting these studies within school settings. It is hoped that these articles will foreground the healthy and creative tensions that exist between different research paradigms and multiple service communities, especially mental health and school systems, by encouraging new research on important and as yet unanswered questions about the effectiveness of school-based service delivery to children and adolescents with mental health needs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Remembering Arthur Kornhauser: Industrial psychology's advocate for worker well-being.

Arthur Kornhauser was an early industrial psychologist whose contributions have been neglected in written histories of applied psychology. Throughout his career, he was a staunch advocate for an industrial psychology that concentrated on improving workers' lives. This article describes his contributions to improving worker well-being in the research areas of testing, employee attitude surveying, labor unions, and mental health of workers. His most enduring quality was his outspoken advocacy for an industrial psychology that addressed workers' issues instead of management's prerogatives. On the basis of Kornhauser's accomplishments, a case can be made for him as one of industrial and organizational psychology's most important early figures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The state mental hospital in mid-nineteenth century America: A social analysis.

To determine the identity of a mental hospital, a case study of the development of a state hospital during its 1st 25 yr. is presented. The initial success of the hospital was due largely to the efforts of its leader who rejected supernatural interpretations of mental illness, and, while holding to a somatic pathology, accepted modifications that permitted a psychologically oriented therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Richard A. Pasewark (1927-2007).

Richard A. Pasewark was born on October 21, 1927, and died on February 2, 2007, at home in Oak Harbor, Washington, after a battle with pancreatic cancer. Richard received his bachelor's degree from City College of New York (1949) and his master's (1950) and doctoral (1957) degrees in psychology from New York University. He joined the Wyoming Division of Mental Health in 1957 and by 1959 became its director, the first psychologist in history to become a director of a state division of mental health. In 1961 he joined the faculty at the University of Wyoming (UW), where he remained for 33 years, giving tirelessly of himself to the department, students, faculty, university, and region. No one has had a greater impact on the face of psychology in Wyoming than Richard, who helped to develop licensing laws, commitment procedures, definitions of mental illness, and other legislation related to the practice of psychology. He was instrumental in obtaining grants and establishing community mental health centers and other service organizations throughout the state. In addition to being actively involved at the community, state, regional, and national levels, Richard was also a respected scholar and author of more than 125 publications, 15 grants, and numerous presentations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)