Behavior modification and human rights: A legacy of Edward Stanton Sulzer, 1930-1970

Edward Stanton Sulzer was born in New York City on June 4, 1930. He attended school in Laureltown, N.Y., until the age of 15, when, after two years of high school, he was admitted into the University of Chicago. Leaving prematurely due to his mother's death, he returned to New York to work in film production. Sulzer completed his undergraduate work at the City College of New York, studying film production and psychology. In 1953 he entered the doctoral program in clinical psychology at Teachers College, Columbia. Spending two years in the Army during his graduate training, his work was completed in 1958. He then joined the faculty of the Upstate Medical School of the State University of New York, Department of Psychiatry, moving on two years later to the Psychiatry Department at the University of Minnesota. In 1965 Sulzer moved to assume the directorship of the Behavior Modification Program, in the Rehabilitation Institute at Southern Illinois University, where he remained until his death on February 28, 1970.In observance of the 10th anniversary of the death of Edward Stanton Sulzer, these reminiscences are presented. They describe how an individual psychologist could affect the professional and personal lives of many. Edward Sulzer is described in terms of the environment that shaped his values, how they affected the actions of his students and clients, and how they are reflected in current social policy. The account leads to a conclusion that the actions of single individuals may influence the course of human events.     

A personal odyssey

In this autobiography, I tried to capture important aspects of my personal and professional development from my childhood in the ethnic ghettos of South Philadelphia to Pennsylvania State University and the University of Chicago and eventually to over 45 years on faculty at Yale. It has been a journey that I could never have anticipated and that has given me a sense of the unpredictability of psychological development. We all evolve in an open system and a significant portion of the variance of the outcome is determined by fate. But much is also determined by the ability to recognize opportunities and the willingness to take chances and to work hard when opportunities arise. As I reflect on my career of over 50 years, I have been delighted that I opted for a career as a clinical psychologist because it has provided me with opportunity to develop clinical skills and to combine these skills with scholarship and research. While I take considerable satisfaction in the recognition that my contributions have received, the most important aspect of my career has been my relationship with students and colleagues. These collaborations have clearly enriched my work; but more important, they have enriched my life.     

The rise and fall of Hugo Münsterberg

This article addresses the turbulent life of the German-American philosopher and psychologist Hugo Miinsterberg in Germany and his role in founding the psychological laboratories at Freiburg and Harvard. He is best known for his contributions to forensic, industrial, and the “new” experimental psychology. Over a span of twenty years (1897–1916), Miinsterberg rose to become the leading psychologist in the US. When he turned his attention to cultural and political issues, particulary his efforts on behalf of a mutual understanding between Germany and America, he had a serious break with the Harvard administration and later, his colleagues. An advocate for world peace, his final years were marred by World War I which left him embittered and socially isolated. Judged harshly at the time, he is now receiving the recognition that posterity did not tender him.     

A future for community psychology practice

Community psychology has never really looked at its practice as a profession, though many of us as students came to the field with high expectations that we could learn how to make a difference in communities. This article discussed what I think about community psychology practice and how I have tried to approach it. I thank and recognize several people: Paul Florin for his colleagueship, friendship and his contributions to what I have done in the field; Tom Wolff for never letting me give up on the field; Bob Newbrough for his consistent support, encouragement and as my teacher; and Julian Rappaport for his comments on an earlier draft. I thank my colleagues at Rutgers for helping make the dream come true. This article is dedicated to students, past, present, and future.     

The other comes to teach me: A review of recent Levinas publications

This review was begun as a cooperative effort with the late Professor Steven S. Schwarzschild, of Washington University. Although he had left it in my hands several months before his untimely death, I am sure that I could not have written it without his criticism and help. I dedicate it to his memory.     

Sym-Phenomenologizing: Talking Shop

In this essay I discuss the idea of deploying workshops in phenomenology -- i.e., teaching the discipline by practising it. I focus on the model proposed by Herbert Spiegelberg, the first person to give systematic attention to this idea and the first to institutionalize it over a period of several years. Drawing on my experience in several of the workshops he led at Washington University, St. Louis, I detail the method he recommended in preparation for a workshop I ten led at the inaugural meeting of To the Things Themselves at the University of New Hampshire.     

Teaching ethics in engineering and computer science: A panel discussion

At a conference, two engineering professors and a philosophy professor discussed the teaching of ethics in engineering and computer science. The panelists considered the integration of material on ethics into technical courses, the role of ethical theory in teaching applied ethics, the relationship between cases and codes of ethics, the enlisting of support of engineering faculty, the background needed to teach ethics, and the assessment of student outcomes. Several audience members contributed comments, particularly on teaching ethical theory and on student assessment. This panel discussion took place at a mini-conference, Practicing and Teaching Ethics in Engineering and Computing, held during the Sixth Annual Meeting of the Association for Practical and Professional Ethics, Washington, D.C., March 8–9, 1997. Biographical information on panelists: Charles Glagola is an assistant professor of civil engineering at the University of Florida. He is a registered professional engineer in the states of Florida and Alabama. Before coming to academia, he had extensive industry experience culminating with his owning and operating a construction and engineering firm in Pensacola, Florida. He currently teaches engineering ethics as part of a professional issues course in the Department of Civil Engineering, and a one-hour engineering ethics course that is offered to all engineering students through the College of Engineering. Moshe Kam is professor of electrical and computer engineering at Drexel University. He heads Drexel’s Data Fusion Laboratory which specializes in multisensor systems and robot navigation. His professional interests include detection and estimation, distributed decision making, forensic applications of image processing, and engineering ethics. Michael Loui is professor of electrical and computer engineering and associate dean of the Graduate College at the University of Illinois at Urbana-Champaign. From 1990 to 1991, he served at the National Science Foundation in Washington, D.C. His scholarly interests include computational complexity theory, theory of parallel and distributed computation, fault-tolerant software, and professional ethics. Caroline Whitbeck is a philosopher of science, technology and medicine and is the Elmer G. Beamer-Hubert H. Shneider Professor in Ethics at Case-Western Reserve University. She also directs the WWW Ethics Center for Engineering & Science— http://ethics.cwru.edu— under a grant from the National Science Foundation. The focus of her current work is practical ethics, especially ethics in scholarly and scientific research. Her book, Ethics in Engineering Practice and Research, will appear from Cambridge University Press in winter 1997–98.     

At home with himself: John Beebe at 65

John Beebe was born in Washington, D.C. He is a graduate of Harvard University and the University of Chicago Medical School. He has maintained his private practice of psychiatry in San Rancisco since 1971, and he became a Jungian analyst in 1978. In 2002 he completed a two-year term as President of the C. G. Jung Institute of San Francisco. He is the founding editor of The San Francisco Jung Institute Library Journal, the co-editor of Psychiatric Treatment: Crisis, Clinic, and Consultation, and editor of Money, Food, Drink, Fashion, and Analytic Raining (Proceedings of the Eighth International Congress of Analytical Psychology) and C. G. Jung's Aspects of the Masculine. He is the author of Integrity in Depth and has recently edited the proceedings of the 2002 North American Conference of Jungian Analysts and Candidates, Terror, Violence, and the Impulse to Destroy: Perspectives from Analytical Psychology, which he helped to organize. I first met John in his cozy office on a peaceful winter afternoon in San Francisco not long after he had turned sixt, y, and we continued to correspond over the ensuing years to produce this interview.     

Continuing education and training

Abstract

For over three quarters of a century Milton H. Erickson made an astonishing impact on all who met him and on all who were his patients. Unlike with many innovators, his recognition by colleagues did not wait for his death in 1980. For decades before people crowded to meet him, to be treated by him, and to learn from him. He was superbly fitted to be a clinician and a healer, thus it was his human and therapeutic qualities that were honored at a recent symposium at the Canterbury Group Family Institute in Great Neck, New York. The proceedings of that occasion are reported here by Laurie Klein Evans, Executive Director of the Institute.

I have already mentioned Erickson's unique position as a master healer. Also, during his lifetime and since his death, his work has inspired a prolific outpouring of theoretical contributions from colleagues and students. Haley has acknowledged his great debt to Erickson; the work of Bandler and Grinder, and of Selvini-Palazzoli, and the recent book by Keeney, Aesthetics of Change, all draw heavily on his practical applications and his natural wisdom in their fashioning of theoretical understandings, which range from paradox to field and system theory and cybernetics. It is small wonder, then, that as these theoretical advances continue, anecdotal and story-telling tributes also appear to bring further substantiation from the source of these exciting hypotheses.

—I.A.     

Methylphenidate and cognitive therapy with add children: A methodological reconsideration

The present doubleblind study examined the effects of methylphenidate, cognitive therapy, and their combination in attention deficitdisordered (ADD) children. Four treatment groups were compared on measures of attentional deployment and cognitive style, tests of academic achievement, and behavioral rating scales. In contrast to a previous study conducted in this laboratory, children in this study were not receiving medication during posttesting. Results were interpreted to suggest that measurable effects of stimulant medication dissipate rapidly upon discontinuation of pharmacotherapy. The combination of methylphenidate and cognitive therapy was not found to be any more efficacious than either of the treatments studied alone. Discussion suggests that medication status at follow-up is an essential feature of research design.This research was supported in full by U.S. Public Health Service Grant No. MH 37-628 from the National Institute of Mental Health, Psychopharmacology Branch, and by Biomedical Research Award No. RR 0715807 from the National Institutes of Health, each awarded to R. T. Brown. Placebo and methylphenidate were supplied by CIBA-GEIGY, Summit, New Jersey. The authors are grateful to Dr. Rute Medenis and the entire staff at the University of Illinois Pediatrics Clinic for their valuable assistance and kind support throughout the project. The authors would also like to thank Avery L. Spunt, R.Ph., College of Pharmacy, University of Illinois, for his assistance in packaging the medication and monitoring compliance; Arthur I. Neyhus, Ph.D., Coordinator of Child Study Facility, University of Illinois at Chicago, for his assistance in evaluation; and J. Scott Allen, Jimmy Bruce, Robert Miller, Michael Mazius, and Steven Orenczuk, for their assistance in training of the children.The contributions of these authors are equal.     

The real F. M. Urban

F.M. Urban made important contributions in psychometry and is best known for his introduction of a correction in the "Müller-Urban weights." Born in Austria, he came to the University of Pennsylvania where he made most of his contributions in psychology. He was trapped in Europe by World War I and never returned to the United States. Myriad hardships forced him to abandon his original project of a study of the entire field of probability and its application to other sciences. Whenever possible, however, he pursued his interests in psychometry and psychophysics and strove to remain active in psychology.     

What Really Happened: A Tribute to John C. Fletcher

John C. Fletcher, a pioneer in the field of bioethics and friend and mentor to many generations of bioethicists, died tragically on May 27th at the age of 72. The son of an Episcopal priest from Bryan, TX, Fletcher graduated in 1953 with a degree in English Literature from the University of the South in Sewanee, TN. After completing a Masters in Divinity degree from the Virginia Theological Seminary and a stint as a Fulbright scholar at the University of Heidelberg in 1956, he was ordained in the Episcopal Church and received a doctorate in Christian ethics from the Union Theological Seminary in New York. After ordination, Fletcher worked in various Episcopal churches and founded the Interfaith Metropolitan Theological Seminary in Washington, D.C. However, despite his religious faith, he was also a skeptic, and renounced his ordination in the mid-1990s due to his need for ‘intellectual honesty.’

Fletcher began his bioethics contributions in the early 1970's, when he became a founding Fellow of the Hastings Center and eventually the first Chief of the Bioethics Program at the Clinical Center of the National Institutes of Health. At the University of Virginia in Charlottesville, he was the Founding Director of the Center for Bioethics and a professor of biomedical ethics at the medical school, and became the Kornfeld Professor of Biomedical Ethics until his retirement in 1999. Fletcher was a prominent authority and voice in the national and international bioethical dialogue through his talks, his testimonies before scientific and congressional panels, his many articles, and his bioethical and religiously-orientated books, including: An Introduction to Clinical Ethics (1997), Coping with Genetic Disorders: a Guide for Clergy and Parents (1982), Ethics and Human Genetics: A Cross-Cultural Perspective (1989), which he wrote with sociologist Dorothy C. Wertz. Dr. Fletcher received the Lifetime Achievement Award from the American Society of Bioethics and Humanities in 2000. With the passing of Dr. John C. Fletcher, bioethics has lost one of its great voices, a dedicated teacher and mentor, and a friend and colleague to scholars in bioethics and a host of other fields. Below is a touching tribute from one of his former students.     

Time and modality in the logic of agency

Recent theories of agency (sees to it that) of Nuel Belnap and Michael Perloff are examined, particularly in the context of an early proposal of the author.Elements of this paper formed the contents of lectures I gave in New Zealand and Australia in 1989. I would like again to thank Graham Oddie at Massey University, in Palmerston North, Jack Copeland at the University of Canterbury, in Christchurch, John Bacon at the University of Sydney, and Graham Priest at the University of Queensland for their kindness and the gracious receptions they and their colleagues gave me. My thanks go to Graham Oddie and Krister Segerberg, who organized a workshop on Events, Processes, Actions at Lake Taupo, New Zealand, in November 1989, and invited me to participate with a preliminary version of this paper. In June 1990, I presented a fuller specimen at the annual meeting of the Society for Exact Philosophy, in Wakulla Springs, Florida. Bob Beard at Florida State University organized that splendid gathering, and I am grateful to him for the opportunity to speak at it.For the past several years, Nuel Belnap has sent me copies and updates of his and Michael Perloff's papers. I would like to record my gratitude to him for this and also, especially, for extended comments on the penultimate draft of the present paper. With a few exceptions, I have not tried to take these into account here; I hope that discussions of points on which we disagree will find their way into print in due course.I would also like to acknowledge and thank a referee for a number of helpful suggestions.My largest debt is to Krister Segerberg, who as professor and head of the philosophy department at the University of Auckland invited me to spend a sabbatical autumn (antipodal spring) with him in 1989. It was he who suggested — and then insisted — that I contribute to his seminar on modal logic and agency a session or two on Belnap and Perloff's theories, and then he encouraged me to write this paper. I would like to express my deep gratitude as well to Krister and Anita Segerberg for their hospitality and companionship during my stay in New Zealand.     

Sexual harassment of university faculty by colleagues and students

The focus of this research was on faculty members as victims of sexual harassment by colleagues (peer harassment) and students (contrapower harassment). A self-administered, mailed questionnaire was sent to a probability sample of faculty at a large, public Midwestern university and to the whole population of faculty at a small, public institution in the Western Mountain region. Several hypotheses were made based on conflict theory, role theory, and previous research. Results indicated that women faculty generally have more negative attitudes toward and broader definitions of sexual harassment than do male faculty. Moderate levels of sexual harassment of faculty by both colleagues and students were reported; minor and anonymous (course evaluations and obscene phone calls) forms were the most common. Female faculty were more likely to report harassment by colleagues; male faculty were more likely to report some potentially harassing behaviors by students. Incidents of sexual harassment were usually not reported to formal agents of social control.This research was funded, in part, through the Small Grant Program of the Office of Research and Sponsored Activities, Illinois State University. The author would like to thank Krista Moore for her assistance in data collection at the Colorado site, Nancy Uphoff for her assistance with the library research, Robyn Leech and Ann Marie Woods for coding and data entry, and Elizabeth Grauerholz and Susan Specher for their comments on an earlier draft of this paper.     

RECONSIDERING BARTH'S REJECTION OF PRZYWARA'S ANALOGIA ENTIS

Many interpreters argue that Barth's rejection of Erich Przywara's analogia entis is based upon a misinterpretation and that Barth actually incorporated a form of the analogia entis into his mature theology. Through an examination of records from Przywara's visit to Barth's seminar on Thomas Aquinas at the University of Münster in 1929 along with key texts from that period, I argue that Barth did not reject the analogia entis because he misinterpreted it. Rather, he did so on the basis of an accurate account of its meaning and content provided to him personally by Przywara. I also argue that, while Barth's response to the analogia entis did change over the course of his career, he never retracted, either explicitly or implicitly, his rejection of it—nor should he have done so.     

Leipzig and Louvain University in Belgium

Summary Experimental psychology was introduced at the University of Louvain in 1891 under the influence of Désiré J. Mercier, a philosopher, who wanted to bridge the philosophy of St. Thomas Aquinas with experimental psychology. As the head of the philosophy program at the Louvain University, Mercier sent Armand Thiéry, his collaborator, to Leipzig in order to acquaint him with Wundt's physiological psychology and laboratory. Upon his return from Germany Thiéry organized a psychological laboratory at the Louvain University and offered a course in psychophysiology. Thiéry headed the experimental program at Louvain for over ten years but he was more interested in philosophical and theoretical problems than in laboratory investigations. His successor, Albert Michotte, was wholeheartedly committed to laboratory experimentation and research. He also studied in Leipzig but was more influenced by Külpe than by Wundt. Under Michotte's leadership, which lasted over 50 years, Louvain laboratory became one of the most active and original research centers in Europe.     

Edward Aloysius Pace

Summary Edward Aloysius Pace, pioneer of experimental psychology among American Catholics, was the first American Catholic and the first Catholic priest to study with Wilhelm Wundt. Upon his return from Leipzig, where he received his PhD in 1891, he established a psychological laboratory and department of psychology at the Catholic University of America in Washington, DC. This department became the model for most of the early departments of psychology at Catholic colleges and universities as well as the training center of many teachers who staffed the new departments at these Catholic colleges and universities. From Catholic University of America in Washington, DC, the experimental psychology of Wundt radiated to Catholic circles throughout the United States.The best account of Pace's life is to be found in Hart C (ed), Aspects of the New Scholastic Philosophy (New York: Benziger 1932, pp 1–9); a series of philosophical essays dedicated to Pace by the American Philosophical Association on the occasion of his seventieth birthday     

Thomas J. Sweeney: A Visionary Leader and Advocate for the Counseling Profession

The contributions of Thomas J. Sweeney to the counseling profession through professional leadership and advocacy, scholarship, teaching, and the development of Chi Sigma Iota are chronicled through a personal interview and comments from professional colleagues. Readers are provided with a sense of the depth and breadth of his more than 50 years of dedicated service.     

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).     

LAUNCHING A CAREER IN PSYCHOLOGY WITH ACHIEVEMENT AND ARROGANCE: JAMES McKEEN CATTELL AT THE JOHNS HOPKINS UNIVERSITY, 1882–1883

The scientific career of eminent experimentalist and psychological tester James McKeen Cattell (1860–1944) began at the Johns Hopkins University during the year (1882–1883) he held the university's Fellowship in Philosophy. This article opens by sketching the scope of Cattell's lifetime achievement and then briefly reviews the historical attention that his life and career has attracted during the past few decades. It then outlines the origins and evolution of Cattell's “scientific ideology,” traces the course of events that led to his fellowship, reviews his earliest studies at Johns Hopkins, and analyzes in some detail his initial laboratory successes. These laid the groundwork for his later distinguished work as a psychological experimentalist, both in Europe and America. It concludes, however, that even as Cattell's early experimental achievements impressed others, the personal arrogance he exhibited during his year in Baltimore served to alienate him from his colleagues and teachers. Over the long run, this arrogance and his often‐antagonistic approach to others continued to color (and even shape) his otherwise distinguished more than 50‐year scientific career.