From H = log s(n) to conceptual framework: a short history of information

"Information" has become a widely used term in psychology, especially within cognitive psychology. However, despite its status as a technical term, the word now rarely receives explicit definition. By contrast, when information entered the vocabulary of psychologists in the late 1940s, it had an explicit mathematical definition largely derived from developments in information theory. This article examines how information entered psychology, how its meaning changed, and how it remained a technical term in the vocabulary of psychologists in the second part of the 20th century. "Information" became a term that was required to speak to ever more diverse theoretical concerns and its earliest definitions in psychology could not sustain such uses. As a consequence, "information" became a term whose technical uses became increasingly difficult to differentiate from its everyday meanings. I argue that this has not necessarily made "information" a worthless term but one whose lack of specificity may now be unsettling to some psychologists.     

A History of Psychology of Religion in the West: Implications for Theory and Method

The study of religion in Western psychology has an interesting history that provides many lessons for future attempts to understand the spiritual aspects of human experience. In the past, psychologists have typically operated from one of three paradigms in their study of religion: (1) hermeneutic–phenomenological, (2) positivistic naturalism, and (3) religious integration. Each of these paradigms has a number of important theoretical assumptions and a preferred set of methodologies that offer significant advantages and disadvantages. The paradigm of positivistic naturalism, with its emphasis on quantitative questionnaire methodology, has been the most influential but also the least helpful in generating new ideas for the psychological understanding of religion, particularly as it is practiced in non-Western contexts. A historical survey of the other competing paradigms offers many insights and practical suggestions about how research in the psychology of religion might proceed in the twenty-first century.     

试析现代西方心理学的文化转向

西方心理学正在展现出对文化影响日渐增加的关注。这种文化转向既有科学哲学和历史的原因,也受到世界范围内心理学本土化运动的影响。文化转向的主要表现是：(1)对心理学自然科学模式的反思与诘难;(2)多元文化心理学的兴起;(3)跨文化心理学面临的批评及其转变;(4)认知心理学、发展心理学和健康心理学等分支领域对文化影响的关注。作者认为,文化的转向对于西方心理学的发展具有积极的意义。     

Coming out in community psychology: personal narrative and disciplinary change

Community psychology as a discipline has not focused its attention on the lives of lesbians, gay men, and bisexual (LGB) people, despite the field's potential to collaborate with this population in dealing with the many psychosocial challenges they face. Professional and personal barriers that community psychologists must confront conducting research and developing interventions with the LGB community are described. Community psychology work with LGB communities is often a coming out experience for LGB community psychologists, and a questioning of sexual orientation fot heterosexual community psychologists. Conceptual analyses and empirical reports are presented that exemplify how community psychologist can contribute to decreasing the pervasive stigma LGB people face. The use of an ecological model, a focus on the development and evaluation of preventive interventions, and a recognition of the diversity within the LGB population are core perspectives that can direct future work by community psychologists. Issues ranging from testing ways to empower young LGB people to analyses of the impact of the sociopolitical climate on LGB lives demonstrate the rich range of contributions community psychologists can make.     

Jon Carlson: Award for Distinguished Career Contributions to Education and Training in Psychology

Presents Jon Carlson as the 2011 winner of the American Psychological Association Award for Distinguished Career Contributions to Education and Training in Psychology. "For his contributions in creating educational and training materials in psychology for instruction and the public. Jon Carlson has a distinguished career in higher education, maintained an active private practice, served 34 years as a school psychologist/counselor, is a prolific author and scholar, and is an innovator in the development of media-based training materials. His contribution to education and training is noteworthy for the volume of his professional production, the scope of topics addressed, and his ability to provide meaningful tools to change how psychologists are trained. His audiovisual work documents the profession of psychology in terms of research and practice for current scholars and for future generations." (PsycINFO Database Record (c) 2011 APA, all rights reserved).     

Human rights and applied psychology

Applied and community psychology necessarily involves the consideration of human rights issues. The problems experienced by many of the clients of applied psychologists result from human rights abuses, the provisions of the Human Rights Act (1998) relate to the everyday practice of applied and community psychologists, and psychologists have a distinctive perspective on human rights. For psychologists, human rights reflect formalized systems for ensuring that people's basic needs are satisfied. Declarations of human rights and legal provisions therefore represent, for psychologists, codifications of how we collectively understand our relationships and social obligations. It is therefore argued that psychologists should positively advocate for the application of psychological science to these issues. Copyright © 2007 John Wiley & Sons, Ltd.     

Towards Understanding the Psychology of the Filipino

This article describes the development of a new consciousness in Philippine psychology called "Sikolohiyang Pilipino" (Filipino Psychology). It attempts to give national form and substance to the scientific discipline of psychology by critically examining the strong influence of American psychological models in Philippine psychology and explains how the practical implications of "Sikolohiyang Pilipino" in therapy differ from Western methods. It presents an alternative framework of looking at human behavior particularly in the context of non-Western cultures and identifies key concepts in understanding the Filipino's mind, personality, and behavior. It elaborates on indigenous research methods that are more relevant and appropriate to Philippine realities.     

Pastoral care and psychology of religion: Toward a new alliance

This paper explores the possibility of a closer working relationship between psychologists of religion and professionals in pastoral care. The first part identifies the major conceptual problems of pastoral psychology and pastoral theology. The second part indicates how psychology of religion provides pastoral psychology and pastoral theology with resources for solving these problems. The author concludes that grounds for an alliance between psychology of religion and pastoral care clearly exist; both, for example, share a fundamental interest in personal transformation and integration.This article was presented on the occasion of Professor Capps' installation as a member of the Phillips faculty.     

主流心理学科学观的来源与结构——经典物理学与主流心理学科学观比较分析

主流心理学僵化的科学观日益受到批判 ,但在其科学观的来源与结构问题上心理学家并未达成一致。本文通过比较经典物理学与主流心理学的科学观后认为 ,主流心理学的科学观来自于对经典物理学的模仿 ,且这一科学观有其内在的复杂结构。而目前对于主流心理学科学观的批判往往忽视或低估了这一结构的复杂性。     

Margaret F. Washburn (1871–1939): First Woman Ph.D. in Psychology

Margaret Floy Washburn was one of the first generation of leading psychologists trained in America and became an eminent and influential psychologist during the first third of the 20th century. She was recognized for significant contributions in theory development, experimental work, teaching, and professional service, but this paper focuses on her activities as director of the psychology program at Vassar College and author of the classic text in comparative psychology, The Animal Mind . Although full biographical details are not given, a listing of bibliographic sources is provided so that scholars might more readily obtain access to information omitted from the paper. The discussion also considers Washburn's professional life and personal characteristics and how she might be viewed as a role model.
"Nothing in the world is so compelling to the emotions as the mind of another human being" (Washburn, 1916b, p. 606). This statement, tucked away in an essay on the psychology of esthetic experience in music, provides an insightful clue to one of the motivations which sustained Margaret Floy Washburn's significant career as one of the most influential psychologists in psychology's first half–century as a distinct discipline. She held a life long fascination with the minds of humans and animals and was convinced that experimental psychology provided the appropriate methodology for exploring the topic. She devoted her unflagging energy and outstanding ability to the newly evolving science throughout a 43–year career which covered the period 1894–1937.     

A new role for psychologists--hospital ethics committees

Over the past decade psychology has begun to appreciate that it represents more than "merely mental health care" and has become increasingly involved in the generic health care arena. The participation of psychologists in Hospital Ethics Committees (HECs) is presented as a professional activity for which psychologists are particularly well suited. The clinical mission of HECs, the historical importance of ethical considerations to psychology, and the field's specific training and psycho-social expertise suggest valuable contributions that psychologists can make in this particular area. Further, as psychology actively increases its participation in HECs, other professional disciplines outside of the mental health field will systematically have the opportunity to become more familiar with psychology and its clinical and research expertise.     

The practice of psychology in rural communities: potential ethical dilemmas

The practice of psychology in rural areas offers unique challenges for psychologists as they try to provide optimal care, often with a minimum of resources. Psychologists are frequently required to be creative and flexible in order to provide effective services to a wide range of clients. However, these unique challenges often confront psychologists with ethical dilemmas and problems for which their urban-based training has not prepared them. The author examines how certain characteristics of rural communities may lead to specific ethical dilemmas. By being a part of a small community, psychologists will inevitably face multiple relationship dilemmas. Confidentiality is harder to maintain in a small town, particularly with its informal information-sharing network. To provide services to meet community needs, with a limited number of referral options, psychologists typically need to be generalists. This may lead to concerns about scope of practice, training, and experience with diverse populations. Psychologists also face other competency issues, such as a lack of supervision and consultation resources. Other concerns addressed include the psychologist's personal life, and the blurring of professional and personal roles. Suggestions are made for coping with each of these ethical issues, although more quantitative research and discussion are needed on the practice of psychology in rural areas.     

The Relationship of Rational Emotive Behavior Therapy (REBT) to Social Psychology

Rational Emotive Behavior Therapy (REBT) includes several main theories and practices, especially the hypotheses that people are both constructivists and destructivists. It holds that they have powerful innate and socially acquired tendencies to often be self-helping and rational but also self-defeating and irrational. REBT largely derives its method of therapy from many clients seen by the author, from hundreds of therapy studies, and from the social psychology literature. This article shows how REBT formulations overlap with some of the findings of social psychology, how these findings can appreciably be used to improve REBT practice, how some of the unique theories and methods of REBT may contribute to the field of social psychology, and how social psychologists can help to research some of the main REBT principles.     

William James and Sigmund Freud: "The Future of Psychology Belongs to Your Work"

Although James and Freud are generally not considered scientific by experimental psychologists, both wrote about their view of what a scientific psychology should look like. Their radically different philosophical epistemologies and historical origins are reviewed, to provide an understanding of their respective visions for psychology. James took his stand on a new metaphysical foundation for the way experiments should be conducted with his formulation of radical empiricism. Freud attempted a neurological explanation of the unconscious in his "Project for a Scientific Psychology." Remarkably, their definitions of psychology as a science had a similar ring. Likely, this is because both took a phenomenological position with regard to how they defined science, which is also probably the primary reason their ideas on the subject have always been rejected by experimentalists. The humanistic implications of the neuroscience revolution, however, have caused a reassessment of their respective positions, as philosophical questions about the nature of consciousness have brought both Freud and James back into vogue, but in new and unexpected ways.     

Psychologists in (Neoliberal) Schools – What Kind of Marriage?

The paper aims to discuss how school psychology broadly is influenced by neoliberalism. Neoliberalism has attracted great attention among sociologists and economist, but less so among psychologists. This is a paradox since the psychological reach of neoliberalism is massive. The paper analyzes how new (neoliberal) school reforms place new professional demands on schools and therefore also new kinds of professional demands on school psychologists. Among other things, it is discussed whether the notion of resilience can act as a future guiding principle for school psychologists. The paper concludes with three suggestions as to how school psychologists can cope with some of the challenges imposed by neoliberalism. I suggest that school psychologists; 1) have to start asking educational questions to educational matters, 2) that they have to be aware of the political aspects of school psychology and 3) that they start acting against the corrosion of professional identity.     

对"心理学危机论"的思考

对当前心理学界存在的心理发展的多种危机论进行了分析,认为,心理学的危机并非源于当前的心理学科本身,而在于心理学者的主观认识和实际工作中。要改变心理学发展缓慢的现状,必须打破心理学者之间过分独立的学术研究活动和学术交流活动,消除存在于心理学者之间的成见,找寻存在于心理学自身和存在于社会需求中的发展机遇．     

"Psychobiology"

The term psychobiology is often used to refer to various biological approaches to psychology that have emerged in the 20th century. The term generally has been used to locate an approach with respect to both disciplines, sometimes in an effort to distance the author from psychology as a whole. When viewed in broad historical perspective, however, it is seen that more often the word has been used to designate a number of very different forms of opposition to the excessive reductionism characteristic of many biological approaches to psychology. "Psychobiology' represents a family of attempts to incorporate biological perspectives in the study of dynamic processes in whole, integrated, adapted, and organized organisms, not to reduce complex, dynamic relationships to physiological processes.     

Assessing ‘good’ qualitative research in the work psychology field: A narrative analysis

This paper considers how work psychologists define ‘good’ qualitative research in the work psychology domain. In addressing the assessment of quality in work psychology research, we draw on 22 in‐depth interviews with work psychologists about their current practices and expectations around qualitative research. Using narrative analysis, the various plots and narratives that constitute how interviewees understand good qualitative research are identified. The implications of the use of these narratives for both how quality is understood and the use of qualitative research in this area are addressed. Drawing on Weick's concept of sensemaking as a theoretical framework, it is argued that the narratives identified enable the construction of a hegemonic understanding of what is good methodological practice within the work psychology discipline. The implications of this for the work psychology field and the methodological practices of work psychologists are considered.     

LETA STETTER HOLLINGWORTH SPEAKS ON "COLUMBIA'S LEGACY"

At the 1983 APA convention in Anaheim, CA, Divisions 1 and 26 co-sponsored a lecture series to commemorate the 50th anniversary of the publication of Edna Heidbreder's Seven Psychologies. Aimed at the general audience, Heidbreder's book described the roots of American psychology and the seven schools of thought most representative of the discipline in this country: structuralism, the psychology of William James, functionalism, behaviorism, Gestalt psychology, Freud and the psychoanalytic movement, and the dynamic psychology of Columbia's Robert Woodworth. At the 1983 APA meetings five scholars with backgrounds in one of the seven psychologies lectured as a figure from the past on the legacy of that school of thought. Stephanie Shields represented Leta Hollingworth (1886–1939), the only woman in the group. Hollingworth was charged with discussing the legacy of Columbia University for contemporary psychology. Her lecture reviews psychological research at Teachers College and Columbia University from 1911 through the 1920s and then evaluates the lasting contribution made by that research to present-day psychology. This paper is the text of that talk, with a few modifications tailored for an audience of feminist psychologists. As an historical fiction the material for this talk is drawn primarily from Hollingworth's own writings, and, insofar as it is possible, it tries to represent accurately the theoretical and ideological concerns she expressed during her career. It attempts to bring her concerns as a psychologist, as an educator, and as a feminist, to bear on the state of present-day psychology, particularly from the perspective of the testing movement between the two world wars. All of the events described here did happen or could have happened. Those that are fictional or represent inference are clearly indicated. Direct quotes from her published work appear within quotation marks.