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Aim: In this paper I start with the premise that democratic education (as a service to the future) is under threat. For educational psychologists to consider where they might stand in relation to their professional future, therefore, I set out to provide indications of psychological factors implicated in answering the question 'Can education in a troubled world help us become human and more inclusive?' Context: In the current socio-economic and political climate and the increasing commercialisation of schools, educationalists can find it hard to sustain a positive role and purpose. As teachers' identities and sense of efficacy are eroded, the recruitment of teachers is becoming increasingly problematic and attrition rates are rising. Simultaneously the rate of exclusion of young people from mainstream education is not decreasing and several subgroups are over-represented amongst those excluded. I argue that this has major implications for educational psychologists. Method: To provide a basis for a reformulation of psychologists' work I examine the philosophical and psychological basis of the professional identity of teachers and the effects of misunderstanding and mistreating teachers' beliefs in themselves. This requires consideration of inter- and intra-personal dialogues and, particularly for psychologists in their work with teachers, the nature of relationships with others. Findings: I argue that only by reaffirming teachers' sense of creativity, autonomy and agency can education cease to be a mechanistic exercise in social engineering with no fixed goals and rediscover the simpler and more profound purpose of helping people to be human. I conclude that there are ways that educational psychologists might seek to change in order to challenge the dehumanisation of education.

This article discusses the early fate and subsequent revival of interest in Freud's 1891 book, On Aphasia , and Sabina Spielrein's 1912 Destruction paper. Early on, these authors shared a similar fate: a failure of recognition of the aforementioned works at the time of their initial publication. In Freud's case, the number of books sold was minimal and the rest were shredded; it remained mostly unread and overlooked in discussions of neurological problems, although regarded as a classical contribution to the field of neurology. As for Spielrein, her paper, following its initial appearance in German, was not published until 80 years later in English! Although Spielrein had a profound impact throughout her mature career as a psychiatrist, psychoanalyst, and developmental child psychologist, she remained unacknowledged during her lifetime and was virtually forgotten after her death. This article demonstrates that, although the importance of their seminal works was overlooked, recent developments in neuroscience have revived interest in On Aphasia and, in Spielrein's case, her contributions to psychoanalysis and developmental psychology have become classics in these fields. [ABSTRACT FROM AUTHOR]

This paper locates the educational psychologist's (EP) involvement in addressing social justice in practice. It uses some philosophical ideas from Jacques Rancière, particularly the idea of the distribution of the sensible and dissensus, to help us question how systems that are aimed at contributing to a socially just society can limit social justice itself. Whilst the argument of this paper is applicable to educational psychologists internationally, this paper is situated within a Scottish context. It uses a vignette to draw out a philosophical reading of the EP's involvement in the narrative. This paper gives some examples of how structures that are aimed at supporting social justice often position the EPs within these systems so that thinking, being and doing are shaped according to the structures that they inhabit. The establishment of such structures and discourses have limited the meaning and implementation of social justice. This means that the identity of both those requiring the involvement of the EP, as well as the EP and other professionals is determined in terms of their 'proper place' and their activity is determined in terms of its 'proper function'. The paper argues that EPs can interrupt the procedural flow and provide a dissenting voice which can ultimately lead to social justice in ways that the normal flow of procedure does not.

This document, published in Science Advances, discusses the challenges of multidisciplinary research in the field of neuroscience. The author emphasizes the importance of drawing on various disciplines to understand the mind and brain. However, the review process can be challenging due to different norms, philosophies, and standards of assessment in different fields. The author suggests tools such as cross-review and involving authors in the editorial process to address these challenges. The document also highlights the importance of collaboration across disciplines in advancing neuroscience knowledge. [Extracted from the article]

Minutes of the Annual Meeting of the Council of Representatives (February 17-19, 2006, Washington, DC; and August 17 and 21, 2006, New Orleans, LA) and of the 2006 meetings of the Board of Directors (February, June, August, and December) are provided. These minutes are the official record of the actions of the American Psychological Association taken during the year by both the Board of Directors and the Council of Representatives.

Presents the 2011 reports from the Annual Meetings of the Regional Psychological Associations. The following Associations are featured: The Eastern Psychological Association, Midwestern Psychological Association, New England Psychological Association, Rocky Mountain Psychological Association, Southeastern Psychological Association, Southwestern Psychological Association, Western Psychological Association, and the Southern Society for Philosophy and Psychology.

Mixed-effects models are an analytic technique for modeling repeated measurement or nested data. This paper explains the logic of mixed-effects modeling and describes two examples of mixed-effects analyses using R. The intended audience of the paper is psychologists who specialize in cognitive development research. Therefore, the concepts and examples covered will focus primarily on repeated-measurement data resulting from studies in which participants respond to multiple items or trials. However, many of the concepts and examples we cover will likely be of use to readers outside this area of psychology. Finally, we discuss recommendations for dealing with practical challenges, suggest approaches for troubleshooting, and provide guidance on reporting results from mixed-effects models.

Understanding our identity as counseling psychologists has been an issue since the inception of our specialty in the 1940s and one that the authors of these two articles (Goodyear et al., 2008 [this issue]; Munley, Pate, & Duncan, 2008 [this issue]) tackle in new and different ways. In this response, this author (a) identifies additional reasons why studying our identity as counseling psychologists is beneficial to the specialty, (b) commends the authors on the methodological improvements they made, (c) comments on the underutilization of the American Psychological Association membership database as a resource for answering questions about change and stability in our identity, and (d) recommends that future studies focus on the approximately 75% of counseling psychologists who are not members of the Society of Counseling Psychology, Division 17 of the American Psychological Association. In an effort to capture more counseling psychologists as members of the Society of Counseling Psychology, attention should focus on students, early career professionals, and practitioners.

Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against "conversion therapies" have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.

Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from an exploratory study around educational psychologists' understandings and concerns around ethical dilemmas they faced within New Zealand over the past 5 years. The study set out to explore how educational psychologists manage the ethical conflicts and inner contradictions within their work. The findings suggest that such pressures could influence evidence-based practice in subtle ways when in the course of decision making, practitioners experienced some form of ethical drift. There is seldom one correct solution across similar situations. Although these practitioners experienced discomfort in their actions they rationalised their decisions based on external forces such as organisational demands or funding formulas. This illustrates the relational, contextual, organisational and personal influences on how and when 'ethical drift' occurs.

Single session therapy (SST) is an increasingly popular approach to mental health treatment that aims to address clients' presenting difficulties in a single appointment. However, experiential approaches to SST are limited. In this paper I describe the theory and practice of "chairwork" -- an integrative, action-focused method of intervention centred on the concept of self-multiplicity -- and outline how these procedures can be coherently applied in a single-session format. A preliminary protocol for delivering single-session chairwork (SSC) or "brief dialogical psychotherapy" is presented, alongside a case illustration that demonstrates features of this approach. Finally, directions for future research and the continued development of chairwork as a psychotherapeutic modality are considered.

These minutes are the official record of the actions of the American Psychological Association taken during the year by both the Board of Directors (the Board) and the Council of Representatives (Council). The roll of representatives was called at each Council meeting, and more than a quorum answered to their names. Reference is made in these minutes to various reports, some of which will be published elsewhere. Copies of these reports were distributed to Council and are on file in the Central Office. (Contains 17 footnotes.)

Minutes of the Annual Meeting of the Council of Representatives (February 22-24, 2008, Washington, DC; and August 13 and 17, 2008, Boston, Massachusetts) and of the 2008 meetings of the Board of Directors (February, June, August, and December) are provided. These minutes are the official record of the actions of the Association taken during the year by both the Board of Directors (the Board) and the Council of Representatives (Council). The main topical headings are: (1) Minutes of Meetings; (2) Elections, Awards, Membership, and Human Resources; (3) Ethics; (4) Board of Directors; (5) Divisions and State, Provincial, and Territorial Psychological Associations; (6) Organization of the APA; (7) Publications and Communications; (8) Convention Affairs; (9) Educational Affairs; (10) Professional Affairs; (11) Scientific Affairs; (12) Public Interest; (13) Ethnic Minority Affairs; (14) International Affairs; (15) Central Office; and (16) Financial Affairs.

This report is designed to keep you up-to-date on APA's priorities, ongoing activities, and annual special events. This issue contains APA Directorate reports, the President's report, and the Treasurer's report.

This article examines the role of technology firms in computerizing psychological tests from the 1960s to 1980s. It focuses on National Computer Systems (NCS)'s development of computer software to interpret the Minnesota Multiphasic Personality Inventory. NCS trumpeted their computerized interpretation as a way to free up clerical labor and mitigate human bias, even as psychologists cautioned that proprietary algorithms risked obscuring decision rules. Clinics, courtrooms, and businesses all had competing interests in the use of computerized personality tests. I argue that test developers promoted computerized psychological tests as technical fixes for bias, even as courts and psychologists pointed to the complex layers of technological and social mediation embedded in software programs for psychological tests. This article contributes to histories of computing emphasizing the importance of intellectual property law in software development; to the relationship between labor, technology, and expertise; and to scholarship on the history and politics of algorithms. [ABSTRACT FROM AUTHOR]

In recent research on moral psychology, the human consciousness has been compared to a tongue, with different taste buds, which together can cause a variety of sensations. According to this theory, people in general have a preparedness to react to situations, which can provide opportunities or pose threats in a social context. Moral psychologist, Jonathan Haidt, has described these receptors as pairs, for example: care/harm, fairness/cheating, loyalty/ betrayal, authority/subversion and sanctity/degradation. Which of these foundations the individual develops a taste for depends, largely, on the social and cultural context. Hence, the choices teachers make of which issues to address and in what way can contribute to a learning environment that influences their pupils' moral outlook. The purpose of this study is to investigate which of these moral intuitions or taste preferences that teachers want to endorse and cultivate in their pedagogical practices. Against this background, a number of qualitative research interviews were conducted with experienced teachers in the non-confessional subject religious education (RE), who have a particular responsibility for moral education in the Swedish school system. The interviews were based on a modified version of the Moral Foundations Questionnaire, which was deliberately developed to determine the participants' moral taste, and the participants were asked to elaborate their answers. The results indicate that the participants tended to favour harm and fairness over loyalty, authority and sanctity. As one of the participants puts it: "many of my examples relate to the weak and vulnerable or the ones that are denied their rights in society…these pedagogical choices are based on the content of the curriculum but also mirror my own preferences". In this paper we analyse the interviews with the RE teachers and critically discuss the consequences the moral foundations theory has for moral education.

This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper presents Fulford's Values Based Practice to strengthen theory and practice to support EPs to resolve ethical issues that can arise. Values Based Practice is presented as a laminated system within critical realism to inform this practice. As a framework, it allows for interdisciplinary practice and the integration of ethical practice, values and the centrality of the child or young person in shared decision making facilitated by an EP in collaboration with other professionals. An overview that demonstrates the applicability of this framework to the applied work of EPs is also presented.

This document is an editorial from the Counselling Psychology Review, written by Miltos Hadjiosif and May Lene Karlsen. The authors discuss their anthology of seven stories that aim to provoke and inspire therapists to reflect on their own journeys. They challenge the dominant narrative of the "wounded healer" and seek to highlight the diverse experiences and perspectives within the profession. The authors also emphasize the importance of storytelling and narrative in the field of counselling psychology, calling for a balance between skills-based knowledge and the rich, non-linear life-histories of therapists. [Extracted from the article]

Psychologists have identified heuristics and biases that can cause people to make assumptions about factors that contribute to the success of individuals and firms, whose outcomes may have actually resulted primarily from randomness. Yet the interpretation of these biases becomes ambiguous when they represent reasonable cognitive shortcuts that offer certain advantages. This paper addresses this ambiguity by presenting four versions (weak, semi-weak, semi-strong, strong) of a normative theory of luck that integrates insights from psychology with the chance model approach to predict the circumstances under which performance non-monotonicity occurs: higher performance may not only indicate greater luck, but also lower expected merit or quality. The semi-strong version is illustrated by examining the decoupling of citations of academic publications and their impact, illuminating when higher citations indicate lower quality. We conclude by discussing the broader implications of a normative theory of luck, emphasizing strategies to address situations where people mistake luck for skill. [ABSTRACT FROM AUTHOR]

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This paper offers a first person account of an indigenous person navigating the education system to become an educational psychologist. The writing is unashamedly personal, includes cultural references, words from the first language of our country, feelings and reflections. The second author has contextualised these observations in the literary style required of a professional journal, making the structural racism and the need for decolonisation in Aotearoa/New Zealand more explicit. Up until 1968 psychologists in this country were a branch of the British Psychological Society. As such this writing is an echo from the reaches of the former empire. As psychologists, these global connections are a source of mutual shame but also one of solidarity with those who challenge colonisation. The re-posting of an account by a UK-based black trainee educational psychologist, led to a discussion about the training programmes in our country. This created the space for the authors to write this paper. Young people tell us that the relationships and the way in which educational professionals engage make a difference to their learning at school. We need a diverse, culturally equipped educational psychology workforce that is knowledgeable and willing to challenge the inequities in our education and health systems. A glossary of Maori words is provided at the end of this paper to assist the reader.

Keywords: Winnicott; Menninger; stage of concern; Harold Bloom; depressive position; oedipus complex; fantasy; family; constructive activity; Melanie Klein; death instinct; aggression EN Winnicott Menninger stage of concern Harold Bloom depressive position oedipus complex fantasy family constructive activity Melanie Klein death instinct aggression 491 512 22 08/26/21 20210601 NES 210601 D. W. Winnicott first presented his paper "The Development of the Capacity for Concern" (1963c) at the Topeka Psychoanalytic Society, which was closely tied to the Menninger Clinics, on October 12, 1962, during a longer visit to several institutes in the United States.[2] The paper points toward the "revolution in our work" that he called for shortly before his death. Winnicott C., Shepherd R., Davis M.Cambridge: Harvard University Press, 1989, pp. 87-95. 33 Winnicott D.W. Winnicott D.W., Klein Melanie, Bion W.R.: The controversy over the nature of the external object-holding and container/contained (1941-1967). [Extracted from the article]

Aims: This position paper aims to discuss the history of, and problems with, the Scope of Practice for educational psychologists in South Africa. It further aims to show that the Scope of Practice for educational psychologists must be reworked to allow for the delivery of contextually relevant services. Method: The paper presents a conceptual argument and advocates for a scope of practice that more adequately defines the role and functions of South African educational psychologists. Findings: The paper supports the Educational Psychology Association of South Africa's insistence that official policy on the Scope of Practice for educational psychologists should be clear, relevant and rational. If necessary, legal action should be taken to accomplish this. Limitations: The issues discussed are more pertinent to educational psychology in South Africa than internationally. Nevertheless, they have implications for the role of educational psychologists internationally. Conclusions: South African psychologists have had to contend with narrow understandings, blanket statements about their competence and a callous approach to the disruption of psychology practices. There is a need to reconsider the boundaries and identity of educational psychology in South Africa. This could have ramifications for the character of educational psychology internationally.

Who are the most prestigious authors cited in today's psychology textbooks and journals ? And where are (or where were) they based ? This short note reports on the ansivers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well-known historic figures of the past have now been replaced with tool makers. [ABSTRACT FROM AUTHOR]

Introduction: Since the 1990's, psychology has demonstrated a strong commitment to the full spectrum of human diversity (Vera & Speight, 2003). Statement of the Problem: However, psychologists from underrepresented backgrounds and diversity science (DS) remain marginalized in psychology (Syed & Kathawalla, 2020), which affects the ease with which instructors can integrate diversity into psychology curricula and student learning. Literature Review: Accordingly, this paper provides instructors with a potential solution for increasing the representation of marginalized psychologists (MP) and DS in psychology courses through the "Interview with a Psychologist" project. This project was informed by the interdisciplinary psychological literature highlighting the importance of representing marginalized communities and their experiences in the classroom. Teaching Implications: The "Interview with a Psychologist" project is adaptable across academic settings. When implementing the project, instructors should be mindful of the minority tax on psychologists, avoid tokenism, and self-educate on diversity-related issues. Conclusions: As psychology departments pursue institutional efforts to diversify the field of psychology, the "Interview with a Psychologist" project ensures MP and DS are well-represented in psychology courses.