Physical education and fostering relationships

Rather than presenting an academic paper, I wanted to simply examine my own perspective as a physical educator and classroom teacher and the importance of creating relationships with children. As a relatively new physical educator and recent Masters of Education graduate of the University of Toronto at OISE, but experienced classroom teacher working in a Toronto public school, spirituality at first appeared to be the farthest thing that affected both my life and the life of my classes. During the last two years, I became increasingly aware of the connection between physical education and feelings of enthusiasm and perseverance that have helped my students to see themselves in positive ways. The relationship developed between teacher and student had been apparent to me but I had not realised how important until I began graduate school and reflecting on both my classroom practice and how it had extended into the gymnasium. I often thought that physical education teachers tended to focus on the physical aspects and skills, but instead I found that it was indeed making a shared connection with my students through the various physical and everyday activities as of the highest importance. The shared connections encourage feelings of perseverance, and fit together between mind, body and spirit, which also encouraged active participation and success. What I had suspected to be true for the classroom really was true anywhere in the school community. My experiences as a physical educator and classroom teacher helped me create positive learning environments for children as they struggled with academic and physical activities. With this paper, I am asking academics to help teachers such as myself to understand the correlation to something we as teachers take for granted as part of our everyday teacher–student relationship.     

Affective small stories – Witnessing an ‘ideal’ instance of knowledge mobilization

In this short reflective intervention, I utilize an innovative narrative format to document my account of being an invited academic witness for the Canadian House of Commons as a graduate student. Drawing upon layered forms of critical witnessing, I utilize five small stories to consider this seemingly ideal instance of sexual health knowledge mobilization that spanned academic, government, media, and social-profit sectors. I braid complex, messy threads to capture my affective wayfinding through the complicated institutional processes involved in the generation, representation, critique and control of sexual knowledge. Highlighting how this work can be more broadly applicable to graduate students and emerging scholars in related disciplines, I note how my critical witnessing is intertwined with social, economic and political conditions present in Canada and elsewhere. This work additionally illustrates experimental self-inquiry that disrupts distinctions between researcher/subject/seer and participant/object/seen.     

A psychologist grows in Brooklyn: reflections from the past

In this autobiography, I begin by describing how I made many important decisions in my life without much conscious or verbalized thought. I cover information about my parents, grandparents, early school experiences, and both college and graduate school. The autobiography also includes a detailed discussion of my 41 years of teaching at the University of Tennessee. I discuss important experiences that helped me to become a clinical psychologist and a teacher. I conclude the article with a personal experience concerning the death of my mother and an early memory.     

Healing presence in the psychotherapist

Abstract

Throughout graduate school I felt compelled to become a fine psychotherapist. Implicit in that motivation was my curiosity about what makes a psychotherapist effective. My curiosity was inspired by my experience with one therapist who helped me activate profound transformation. After identifying intuitive inquiry (Anderson, 1998, 2000, 2004) as my research method, I explored that experience through meditation, reading, and conversation and eventually identified her healing presence as the core quality that differentiated her from other therapists I had known. Though technique and experience are important, I sensed that it was her healing presence that allowed her to use technique and experience skillfully. Throughout Cycle 1 of intuitive inquiry, the “text” that claimed me was my personal experience of her healing presence, her ability to be present, to connect with me, to see me, and even, to love me. Through intuitive inquiry, I was able to expand my understanding of the healing presence of a psychotherapist to incorporate the experiences of many others.     

You can get here from there

During one of the several unsuccessful admission interviews I had before finally being admitted to a graduate program, an interviewer asked me what kind of research I would like to do as a psychologist. "I plan to validate the Rorschach" was my reply. "And what will you do if you find the Rorschach isn't valid?" was the interviewer's next question. I don't recall my answer but it was obviously inadequate because such an unlikely possibility hadn't occurred to me, and I wasn't admitted to that program. Looking back, it is very clear how one thing led to another so that instead of validating the Rorschach, I ended up exploring the contribution of genetic factors to stress ulcers in rats and children's personality.     

Society for Projective Techniques,Inc

While in the Army, I read Freud and decided to become a psychologist. Opting to be close to my fiancée I entered graduate school at Indiana University. After a year in academia, I chose a clinical position that offered valuable experience. Then I returned to academia (University of Pittsburgh) in order to teach and do research full time. I have taught 2 generations of students and still teach. I am proud of former graduate students. My scholarly pursuits were typically not planned, but in hindsight there were paths taken as I wandered into areas of aggression, psychopathology, temperament, shyness, and several topics concerning the self.     

Masterpieces in Music and Literature: Historiometric Inquires

Having taken a class from Rudolf Arnheim during my graduate days at Harvard University, I can take this experience as the point of departure for describing a research program that departs appreciably from that of my former teacher. Rather than the single-case, qualitative, and interpretative approach favored by Arnheim, I argued for a multiple-case, quantitative, and hypothesis-testing approach—the historiometric analysis of artistic products. The advantages of such historiometric analyses are then illustrated by reviewing key findings in three separate domains: Western classical music, dramatic and poetic literature, and opera. I also discussed whether these same techniques can be usefully applied to the visual arts, the domain that most interested Arnheim.     

Two assessments, by and for the assessor

In this article, I describe 2 assessment experiences, 1 in graduate school and the other more recently, which taught me important personal lessons. Both of the experiences helped me grow as a psychologist and helped me in my own personal life as well. Both experiences dealt with highly personal central issues in my life; the first concerning the development of empathy and the second, important issues centering around aging and death.     

Towards an integrated identity in counselling psychology: Graduate,professional and academic experiences

The paper is a reflective summary of my identity as a counselling psychologist. It discusses personal life, work and training experiences. The reason I would like to publish such a work is to encourage students in Greece, where the field of Counselling Psychology is less developed, to consider this kind of specialization, as well as to continuously enhance their professional identity, assimilating both practice and research opportunities, throughout their career paths. The paper focuses on three major influences in my development and training in the field: (a) graduate experiences as a doctoral student, writing a thesis on women's professional development, (b) work experiences in a career center of a large academic institution, and (c) academic and instructional experiences in a School of Psychology, where I teach and supervise research of both undergraduate and graduate students. The above influences delineate three separate, yet integrating identities: the identity of a feminist, the identity of a practitioner, and the identity of a researcher and instructor in the academia–that is, the identity of a scientist. My intention is to show how these three identities have been well integrated all these years, improving continuously my level of work in each and every dimension.     

Being undone by research: an ethical obligation to togethering

I interviewed 24 women who participated in self-defense and handgun training classes who revealed lives that had been intentionally hidden, sharing the unspeakable experiences of incest, rape, child abuse, and domestic violence through stories of survival and resistance. In a poem to my participants, I reflect on my role as researcher and my desire to fulfill a commitment to my participants.

Hearing women’s stories of sexual and other violent assault, I not only experienced secondary trauma, but I have been charged with a mission of developing research products that will change policy. I wrote this poem as a way to communicate the complicated ethical issues that arise when conducting research with participants who reveal traumatic stories.     

Reflections on intersections between cognitive and social psychology: A personal exploration

I appreciate the opportunity offered by the editor to reflect on the relationship between cognitive and social psychology. This topic has interested me my entire professional life, because I was admitted to graduate school to study social psychology and then eventually migrated to cognitive psychology. The organization of this paper is as follows: I first relate my (somewhat puzzling) personal experiences that led me to wonder about relations between cognitive and social psychology. I suggest that, for many topics, the placement of a topic of study in one field or the other is arbitrary. Next I selectively review some common historical influences on the development of both fields, ones that have made them similar. Both grew from common seeds, which include Gestalt psychology as it became applied to a wider array of topics, experimental psychologists becoming interested in attitude change during and after World War II, and Bartlett's famous book on Remembering: A study in experimental and social psychology. Next I review some research from my lab that picked up themes from Bartlett's work and that, in some aspects, combines cognitive and social approaches. I also discuss the issue of memory conformity or the social contagion of memory, and conclude with thoughts about how social and cognitive psychologists might collaborate on an exciting new arena, creating empirical studies of collective memory. Copyright © 2010 John Wiley & Sons, Ltd.     

Review essay: The roots and roles of normative governance

All quotation are from Gibbard's book; pages are identified by parenthesized numbers. I am grateful to colleagues and students, and most especially to the students in my graduate seminar on rationality, more than half of which was spent in examining Gibbard's book, for ideas and suggestions.     

Test theory without true scores?

This paper traces the course of the consequences of viewing test responses as simply providing dichotomous data concerning ordinal relations. It begins by proposing that the score matrix is best considered to be items-plus-persons by items-plus-persons, and recording the wrongs as well as the rights. This shows how an underlying order is defined, and was used to provide the basis for a tailored testing procedure. It also was used to define a number of measures of test consistency. Test items provide person dominance relations, and the relations provided by one item can be in one of three relations with a second one: redundant, contradictory, or unique. Summary statistics concerning the number of relations of each kind are easy to get and provide useful information about the test, information which is related to but different from the usual statistics. These concepts can be extended to form the basis of a test theory which is based on ordinal statistics and frequency counts and which invokes the concept of true scores only in a limited sense.1979 Psychometric Society presidential address.I want to recognize the contributions which others have made to whatever I have accomplished. First to mention here are my teachers: principally Harold Gulliksen, Ledyard Tucker, and the late Edith Jay. Second, I would like to recognize the importance of my graduate students. Tom Reynolds has been especially important in developing the ideas that I will talk about here today, but at various times, the others have made major contributions in this and other topics. I would like to express also a debt to my family, primarily my wife, Rosemary, who herself has a longterm interest in the psychometric area. Finally, I must acknowledge the financial support of the NIMH some time ago, the Office of Naval Research, until about a year ago, and of the James McKeen Cattell Fund this past year.     

Diversity and personality assessment: a country boy goes city

Born and raised in a country community in Northern Indiana, I mainly learn about the greater world through school, especially graduate school. Diversity and its companion, bigotry, have played major roles in my life along with many individuals--mostly women. I have been lucky to have learned from some of the major individuals in the field of personality assessment, particularly Sid Blatt and John Exner. On the verge of retirement, I look back on a career with affection and some trepidation.     

Diversity and Personality Assessment: A Country Boy Goes City

Born and raised in a country community in Northern Indiana, I mainly learn about the greater world through school, especially graduate school. Diversity and its companion, bigotry, have played major roles in my life along with many individuals—mostly women. I have been lucky to have learned from some of the major individuals in the field of personality assessment, particularly Sid Blatt and John Exner. On the verge of retirement, I look back on a career with affection and some trepidation.     

Politicizing Survivors of Incest and Sexual Abuse

Abstract

As both a feminist therapist and a survivor of incest, moving myself beyond therapeutic issues into an area of public education has been crucial to my own healing process. Receiving positive responses to my workshops and discussion groups, it became apparent that using a similar approach with clients who were survivors might be beneficial to their healing. As a member of The Counseling Center for Women, a feminist therapy collective in Israel, I suggested we sponsor a public exhibition and a series of programs of the topic of incest and abuse. The Municipality of Tel Aviv was approached to be its governmental sponsor. Entitled “Silent No More,” the program moved therapists and clients from working in the privacy of therapy to a public forum. What began as an uncomplicated educational program became an emotional process and a politicizing of individuals to help others as well as themselves. Moving from a feeling of shame to a sense of empowerment, the exhibition gave us a new sense of self-esteem and strength in our own abilities and our recovery process.     

Silent voices: Notes from a young Muslim woman on acculturation in the United States

This paper examines the gap between a researcher's positionality and theory building; seeing research through the lens of women of color in academia. Drawing on the autobiographical approach in feminist geography, I argue how a researcher's background and life events influence how we produce knowledge in the field by sharing my personal journey. Specifically, I share what it means to be a Middle Eastern Muslim academic conducting research on female immigrants' cultural adaptation process in the U.S. I urge readers to uncover the power of self-reflection, embodied subjectivity and emotions in expanding geographic research and conclude how the future research will benefit from the motives behind each study, as well as giving a reflexive researcher a platform to be heard.     

Over half a century of playing with inkblots and other wondrous pursuits

This invited autobiography focuses on the highlights in the career of a psychologist who has devoted over a half century to personality assessment, among other lifetime pursuits. Beginning with an introduction to my early years growing up in Chicago, the story continues through World War II when, as a naval officer, I developed a late-blooming interest in coping behavior and reactions to stress. As with many other post-war graduate students, inkblots held a particular fascination for me as an indirect means of assessing personality and psychopathology through perception. A successful dissertation followed by fellowships and grants over several decades made possible the development of the Holtzman Inkblot Technique (HIT). Published in 1961 by the Psychological Corporation, the HIT consists of two parallel forms containing 45 test blots each. It has been used in hundreds of research studies and in clinical practice as an alternative to the Rorschach throughout the world. In addition to work on the HIT, I describe my efforts to expand personality assessment and psychological research into the international arena and provide a summary of activities in administration and public service.     

The Vocation of Depth Psychotherapy

During the last years of my training as an analyst, from 1980 to 1985, I was in analysis with Dr. Edward Edinger. I remember well my first session; I had come to ask him if he would supervise one of my clinical cases. He told me that my father complex was in such an unconscious state, I would probably hear everything he said to me as critical. I asked if he would work with me analytically and he said that was a possibility.