Search

This paper has two aims. The first is to shed light on a remarkable archival source, namely survey responses from thousands of American psychologists during the 1960s in which they described their contemporary research practices and discussed whether the practices were 'ethical.' The second aim is to examine the process through which the American Psychological Association (APA) used these survey responses to create principles on how psychologists should treat human subjects. The paper focuses on debates over whether 'deception' research was acceptable. It documents how members of the committee that wrote the principles refereed what was, in fact, a disagreement between two contemporary research orientations. The paper argues that the ethics committee ultimately built the model of 'the resilient self' into the APA's 1973 ethics code. At the broadest level, the paper explores how prevailing understandings of human nature are written into seemingly universal and timeless codes of ethics. © 2010 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Background: This paper examines some of the major topics that legal psychology began to focus on at the end of the last century.Aim: The purpose is to contend that such topics (the reliability of ear-witness testimony, the conducting of identification parades/line ups, the interviewing of suspects, the interviewing of vulnerable witnesses/victims) are deserving of greater attention in this new century.Conclusions: Legal psychologists should be brave enough to research with methodological rigour complex, real-world topics of importance to society and to advise relevant professional groups on how to improve their performance. [ABSTRACT FROM AUTHOR]

Starting out as a newsletter for radical psychologists, the Dutch journal Psychologie & Maatschappij (Psychology & Society) moved in the past decade toward the theoretical mainstream within psychology. In this paper, the major changes in the journal are described and analyzed, as well as the features that did not change: an emphasis on theory and history, an interdisciplinary approach, and an emphasis on discussion. The main transformations were from psychology as instrumental toward the goals of the progressive movement in the Netherlands, then to extreme criticism of all scientific and professional psychological activities, and finally to adherence to the most advanced approaches within academic psychology. © 2000 John Wiley & Sons, Inc. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to traditional French historiography, French scientific psychology was born when it differentiated itself from philosophy. This split between the two disciplines is attributed to Taine and Ribot, who, consequently, are considered to be the “founding fathers” of French psychology. In this paper we shall examine the case of Pierre Janet, who, at the turn of the century, was recognized worldwide as the most important French psychologist. It is generally said that he was the follower of Ribot and of Charcot. However, he was also Paul Janet's nephew. Paul Janet was a very well known and influential philosopher of the so-called French “spiritualistic” school, for which psychology was central to philosophy. In 1889, Pierre Janet published his doctoral dissertation, L'Automatisme psychologique, which was immediately considered to be a classic in psychology. We shall argue that this book is as much indebted to the old spiritualistic psychology, which claimed the substantial unity of the self, as to the new psychology at the time, which questioned it. With Pierre Janet, the split between psychology and philosophy in France was reconsidered. It would be more accurate to speak in terms of a compromise between philosophy and the “new” physiological and pathological psychology. © 2000 John Wiley & Sons, Inc. [ABSTRACT FROM AUTHOR]

Reports developments related to the behavioral sciences in the U.S. as of July 1992. Joint meeting of the Society for Social Studies of Science with the European Association for the Study of Science and Technology to be held in Gothenberg, Sweden; Venue of the third International Summer School in History of Science from July 13 to July 24, 1992; Announcement for scholars interested to participate in a panel on Non-Western Perspective on Science and Technology at the 1992 Swedish meeting of the Society for the Social Studies of Science.

Provides an overview of articles published in the April 1983 issue of "Behavioral Science and the Law." Concept of terrorism; Source of greatest terror; Blame placed on the mass media for the escalation of terrorist activity.

Given the vast proliferation of scientific research in the behavioral and social sciences, there is a growing need for psychologists to be able to access the most current, clinically relevant research quickly and efficiently and integrate this information into patient care. In response to a similar need within the field of medicine, evidence-based medicine took hold in the early 1990s to provide both a framework and set of skills for translating research into practice. Since then, this method has been adopted by every major health care profession including psychology, and is now widely known as evidence-based practice (EBP). In this article, the authors present a general overview of the skills required for EBP along with an introduction to some of the tools and resources that have been developed in other health care professions to support EBP. Using a case example, we illustrate how these tools and resources can be applied in psychological settings. © 2007 Wiley Periodicals, Inc. J Clin Psychol 63: 633–642, 2007. [ABSTRACT FROM AUTHOR]

The quantitative increase in psychologists in postwar Japan was investigated by focusing on the distribution of psychology faculties in universities and graduate schools. The status of psychology in the new teacher-training system was acknowledged as the institutional basis for this increase. The growth in the number of universities, graduate schools, faculties, and association memberships related to psychology was analyzed. The results indicated that the initial basis for the increase was the new university curriculum of teacher education, which stipulated that educational psychology and related subjects should be compulsory. As a result, new jobs for psychologists were created in most universities. The establishment of graduate schools was another factor that contributed to the increase in psychologists because it provided psychology researchers for newly established universities. In particular, since the 1990s, graduate schools offering courses in clinical psychology and educational psychology have contributed to the increase in psychologists. The meaning of this increase in psychology in Japanese universities during the current period of university reform is discussed. [ABSTRACT FROM AUTHOR]

Current common confusion about the nature of Lewin's field theory can be resolved by making a distinction between Lewin's psychological metatheory and his specific field theory. This clarification reveals a dilemma for social psychological theory: Either it must abandon that facet of Lewin's metatheory that is the source of theoretical elegance, or it will fail to fulfill the function of social psychology among the social sciences--to further understanding of the interrelationships between the individual and the social environment. Making this fundamental theoretical change will also help social psychology to realize the aspirations for relevance that Lewin had for it. A strategy for the future of social psychological theorizing is suggested, and the strategy is applied illustratively to the study of the social issue of victim blame. [ABSTRACT FROM AUTHOR]

Heinz Werner, a comparative­developmental psychologist who had emigrated from Europe in 1933, came to Clark in 1947, when the once-renowned psychology department was at a low ebb. Under Werner's leadership, the department reestablished its reputation a center of research and graduate training. It is suggested that Werner's vision of psychology and graduate education led him to form a department that had a unique perspective and was, in many respects, ahead of its time. The question of Werner's position in relation to the mainstream is considered. [ABSTRACT FROM AUTHOR]