John m. Neale (1943-2011)

Presents an obituary for John M. Neale. Neale died in Hilton Head, South Carolina, on November 19, 2011, after a long illness. He was born on August 31, 1943, in Toronto, Canada. He received his bachelor's degree from the University of Toronto in 1965, where his interest in psychology had been sparked by an introductory course taught by George Mandler. After working at a residential treatment center for emotionally disturbed children, he decided to pursue graduate training in clinical psychology and enrolled at Vanderbilt University. Rue Cromwell served as John's mentor and stimulated his interest in the investigation of perception and cognition in schizophrenia. His doctorate was awarded in 1969, after completion of his internship at the Langley Porter Neuropsychiatric Institute in San Francisco. John was hired in 1969 as an assistant professor in the new and exciting psychology department (founded in 1965) at the State University of New York at Stony Brook. That department remained his academic home for his entire career. Outside of his academic pursuits, John was an avid New York Giants fan, an extensive traveler, an excellent skier and tennis player, a music lover and jukebox collector, an outstanding cook, a terrific dancer, and a devoted dog owner. He continued to pursue these interests throughout his life, taking cooking classes, traveling to exotic locales with his wife Gail, and, when his health precluded more rigorous athletic pursuits, faithfully walking and playing with his dogs. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Effects of Theodore Millon's Teaching,Mentorship, Theory,and Scientific Contributions on Health Psychology and Behavioral Medicine Research and Practice

This article summarizes the impact of Theodore Millon's work on the disciplines of health psychology and behavioral medicine over the past 5 decades spanning from the late 1960s to present. The article is written from my perspectives as a graduate student mentored by Millon on through my faculty career as a collaborator in test construction and empirical validation research. Several of the most recent entries in this summary reflect projects that were ongoing at the time of his passing, revealing the innovation and visionary spirit that he demonstrated up until the end of his life. Considering that this summary is restricted to Millon's contributions to the disciplines of health psychology and behavioral medicine, this work comprises only a small portion of his larger contribution to the field of psychology and the areas of personality theory and psychological assessment more broadly.     

Reginald L. Jones (1931-2005)

Reginald Lanier Jones (1931-2005), known as "Reg" or "Reggie" to many, was a tireless worker for social justice and equity within psychology and education. His career focused on children with special needs, the gifted, and especially the psychological experiences of the African American community. Many generations of Black psychologists owe their career success to his unswerving dedication, his insights as an elder, his acumen as a publisher, and his genuineness as a mentor and friend.     

In defense of Joy: C. S. Lewis and psychoanalysis

The imaginative experience of Joy, as he calls it, was central to the career of C. S. Lewis: it informed his work as literary scholar, writer, and religious thinker. Cognizant that psychoanalytic concepts held implications for the meaning of this experience, Lewis offers a critical commentary on these implications and their presuppositions with regard to literary imagery. His commentary suggests possible conflicts between a view of humankind that is psychoanalytically-derived and one which is aesthetically informed.     

Physiology as the antechamber to metaphysics: the young William James's hope for a philosophical psychology

In the 5 years before 1878, when his career in psychology was becoming established, William James wrote a series of notes and reviews assessing the work of many of the pioneers in the new field. Adopting a public and confident voice, even while he was privately still uncertain and searching, James criticized the dogmatism of positivist and idealist claims to the study of the human brain and mind. In his short writings of 1873-1877, James started to formulate his own middle path. His first steps on that path show that he did not reject either scientific or philosophic inquiry; instead, he viewed scientific knowledge as a way to understand philosophical questions more deeply. Saving his sharpest critiques for positivism, James endorsed scientific investigation without materialist assmptions. While his career in psychology was still only a hope, James treated science as a means toward humanist insight.     

John B. Watson's alleged sex research: an appraisal of the evidence

In 1974, a story was published about clandestine research done by John B. Watson that was judged to be so reprehensible that it was offered as the real reason he was fired from his faculty position at Johns Hopkins University in 1920, at perhaps the peak of his academic career. Watson's dismissal from Johns Hopkins may have been the most important event in his career, and it almost certainly altered the history of American psychology. Thus, this story has great significance. The claims of the story, however, have never been validated or invalidated. This article examines the evidence for and against the existence of such research and discusses Watson's academic dismissal in light of that evidence.     

Never quite good enough: The paradox of sticky developmental relationships for elite university graduates

Drawing on the mentoring, education, and social psychology literatures, this longitudinal study examines how the persistence of developmental relationships from an elite graduate school influences subjective career outcomes during early career. Participants (n = 136) were surveyed about their developmental networks—a group of individuals who take an active interest in and action to advance a focal individual’s career—and subjective career outcomes over the 10 years (1996-2006) post graduation. Results show that although receiving mentoring from one’s entire developmental network was positively related to career-related self-efficacy and perceptions of career success, this was not the case for ties retained from graduate school. Continuing to receive mentoring support from developers from graduate school and further, from peers from graduate school, was negatively related to perceptions of career success. These findings offer insight into the dynamics and potentially negative consequences of developmental networks and highlight the significance of social comparison during early career.     

Henry A. Murray's Early Career: A Psychobiographical Exploration

ABSTRACT This paper is a psychobiographical study of Henry A Murray's early career A formulation of his personality is developed, emphasizing his inner depressive tendencies, his sense of specialness, and his characteristic concerns in relationships His decision to become a psychologist, his initial reaction to academic psychology, and his years of involvement with psychoanalysis are considered in the light of his personality The final section contains an examination of the ways in which Murray's personality and his experiences during his early career shaped Explorations in Personality, his most influential work.     

G. Stanley Hall and his times: Too much so, yet not enough

Early in his career, G. Stanley Hall was an innovator, even a rebel in his thinking--for example, about religion and evolution. He maintained these ideas throughout his career, even into his 70s. Consequently, he became ever more distanced from the thinking of his scientific colleagues. This perspective may help psychologists understand better Hall's monumental Adolescence: Its psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education, which to contemporary readers may appear full of errors, pedantry, and eccentricities.     

Walter Miles, Pop Warner, B. C. Graves, and the psychology of football

In 1926-1927, a graduate student, B. C. Graves, working with Stanford University psychologist Walter Miles and legendary football coach Pop Warner, conducted an investigation of variations in signal calling as they affected the charging times of football players. The study was one of two that involved Miles and the ingenious multiple chronograph that he had invented to time the reactions of seven players simultaneously. These studies represented a brief digression in the career of Miles, who certainly was no sport psychologist. They tell of an interesting collaboration between scientist and coaches that produced one of the richest studies in sport psychology in the first half of the twentieth century.     

TIMOTHY LEARY'S MID‐CAREER SHIFT: CLEAN BREAK OR INFLECTION POINT?

The psychologist Timothy Leary (1920–1996), an iconic cultural figure in the United States in the 1960s and afterward, has received comparatively scant attention in the history of psychology. This may be due to perceptions that, after a major career shift centering around his experimentation with psychedelic substances and his subsequent dismissal from Harvard in 1963, Leary parted company with the field. While there are several good reasons to adopt this view, examination of his entire career as well as his intellectual ancestry reveals unacknowledged continuities, suggesting that a more prominent place be accorded to him in the history of psychology, as well as to the challenges he poses.     

A Conversation With Donald H. Blocher

Donald H. Blocher has been a major contributor and advocate in the field of counseling psychology for more than 30 years. He has written six books, more than 60 book chapters and journal articles, and has had several publications translated into international journals. He is a Fellow of the American Psychological Association, a recipient of the Distinguished Achievement Award from Harvard University, and a Fulbright Lecturer in the United Kingdom. Donald Blocher was interviewed on the occasion of his retirement after a distinguished career. In this conversation he discusses a wide range of provocative ideas as he looks back at his life as a developmental psychologist.     

The Past,Present, and Future of Student Affairs: A Professional Profile of Theodore K. Miller

Theodore K. Miller began his career in 1957 as the counselor for men at the University of Florida and then worked as a counseling psychologist at the State University of New York at Buffalo starting in 1962. He left there 5 years later to start a student personnel program at The University of Georgia. During his 30 years at Georgia, Miller established a nationally recognized graduate professional preparation program and became one of the most prominent figures in the field of college student development. This profile focuses on the professional influences in his life and on his role in developing quality assurance measures for counseling and human development programs and for student affairs functional areas.     

Introduction to Stephen G. West's Murray Award Address

I am honored to introduce Stephen G. West, the winner of the Henry A. Murray Award for Outstanding Contributions to Personology and the Study of Human Lives. Steve's contributions as a methodologist and statistician are appreciated by anyone who has struggled with complex interactions and unusual research designs. These empirical innovations have contributed enormously to broadening and deepening the kinds of data that can be used to study personality. Perhaps less apparent, but crucial in his selection for this award, is Steve's leadership in diversifying the field of personality psychology. In his capacity as editor of the Journal of Personality in the 1980s and early 1990s, Steve effectively shepherded personology into the mainstream of personality research. Also important was Steve's willingness not only to mentor his own graduate students, but to rescue a considerable number of strays. In his generativity and inclusiveness, Steve has effectively elevated the field of personality and the persons within it.     

Philip G. Zimbardo on his career and the Stanford Prison Experiment's 40th anniversary. Interview by Scott Drury, Scott A. Hutchens, Duane E. Shuttlesworth, and Carole L. White

We interviewed Philip G. Zimbardo on April 19, 2011, in anticipation of the 40th anniversary of the Stanford Prison Experiment in August 2011. While Zimbardo's name is mentioned often in tandem with the experiment, he has distinguished himself in many other areas within psychology before and after the experiment, beginning with an accomplished early career at New York University in which he took interest in social psychology research on deindividuation. We discussed the Stanford Prison Experiment in the greater context of his varied and illustrious career, including recent pioneering work on heroism, the establishment of The Shyness Clinic at Stanford University, and the iconic Discovering Psychology series. We also addressed his adroit and candid approach to the experiment itself over the years.     

W. H. R. Rivers and the war neuroses.

W. H. R. Rivers was the most famous member of the Cambridge Expedition to the Torres Strait. At the time, he was a physician and had an international reputation as a researcher in physiological psychology. The expedition signaled the beginning of his career in social anthropology, but also a long hiatus in his activities in medicine. His clinical interests revived during World War I. As an officer in the Royal Army Medical Corps (RAMC), Rivers became a leading proponent of "psychological medicine." Today, his war-time psychiatry is remembered mainly in association with his patient, Siegfried Sassoon. This article focuses on his wartime activities, his clinical practices, and his theories concerning the war neuroses and the unconscious. The currently popular view of Rivers as a quasi-Freudian humanist is challenged.     

Graduate education in qualitative methods in U.S. psychology: current trends and recommendations for the future

The visibility of qualitative research methods (QRM) in U.S. psychology has increased with the dissemination of qualitative research in journals and books, formation of professional and scientific organizations, and recognition in educational institutions. While gains have been made, the current state of doctoral training in qualitative methods remains uncertain. It is unclear what training graduate students receive in U.S. psychology programs about qualitative methodologies and how further gains can be made in expanding visibility of QRM in graduate education. In this mixed-methods study, we surveyed a sample of faculty in U.S. psychology graduate programs about the frequency of QRM course offerings, graduate training, and students’ use of QRM in their dissertation research. We also explored qualitative responses from faculty regarding their attitudes about QRM and how these attitudes might help increase or diminish the frequency of methods training available to students. We found that even within graduate programs where there was support for QRM, enduring perceptions about the value of qualitative research limit faculty and graduate students’ use of qualitative methodologies in their research. With these findings in mind, we offer several recommendations for increasing the visibility of QRM in U.S. graduate education and the discipline of psychology as a whole.     

A new name for an old idea? A student of harvey carr reflects

My chief mentor in graduate school at Chicago was Harvey Carr, who spent most of his professional life at The University of Chicago as professor of experimental psychology. He was admired and loved by his graduate students not only as a masterly teacher and for his acumen in directing research, but also as a man of personal integrity. On the assumption that he is not as well known as he should be by the present generation of psychologists, this essay is presented. The paper reports on the testimonials of his many students on the occasion of his retirement, some reminiscences on the part of the essayist, and an analysis of Carr's systematic position.     

Dire straits: the divisive legacy of the 1898 Cambridge anthropological expedition.

Bartlett's claim that the Cambridge anthropological expedition of 1898 to the Torres Strait "put a social and ethnological stamp upon Cambridge psychology" does not bear close examination. Rivers pursued his interests in both anthropology and psychology but came to regard them as largely independent pursuits. Myers, through the influence of Rivers, came to identify himself primarily as a psychologist. McDougall was very quickly marginalized. There were two occasions when the promise of the Torres Strait began to be fulfilled: first, the reunion of Rivers, Myers, McDougall, and Seligman, all medically trained, at Maghull Hospital to help in the treatment of shell-shocked soldiers; second, Bartlett's attempt, early in his career, to establish a sociocultural psychology. However, the remarkable "academy" at Maghull was disbanded at the end of the war, and Bartlett, in his attempt to promote the "upstart subject" of psychology at Cambridge, increasingly came to distance his department from social and ethnological concerns. There is a neglected legacy of the Torres Strait expedition, the curious belief that the methods of experimental psychology, and indeed psychophysics, could (somehow) be foundational to the human sciences. This legacy has served both to suggest that psychology must have something to do with anthropology, while perpetually deferring any actual integration between the two disciplines.     

In Memoriam: Edward S. Reed November 20, 1954- February 14, 1997

The career of Edward S. Reed is described and a list of his published articles, based on his curriculum vitae, presented. Reed was an Associate Editor of this journal and one of the most prominent scholars in ecological psychology.