Dr. Susan W. Gray

While Susan W. Gray is known primarily for her work with the Early Training Project, a pioneering early intervention program with low-income black children, she has also influenced the development of school psychology and the creation of Early Childhood Education as a discipline. In addition, in her own quiet way, she has supported the career development of a number of professional women who have had impact on child development, early childhood education, and school psychology. Four major themes are used to present Susan Gray's biography: (1) being ahead of her time in terms of thinking which allowed her to take advantage of opportunities; (2) the role of serendipity versus long-range planning of career trajectories; (3) specific influences on her as a woman; and (4) a lifetime of courage and dedication. Examples of work which was in advance of psychology included work in early intervention with low-income children, an emphasis on the use of scientific experimental methodology in field research, an eclectic approach which crossed disciplinary boundaries, a consultative approach to school psychology, and the inclusion of affective and cognitive education in inter-     

Resistances Encountered in Starting a Group Therapy Program for Suicide Attempters in Varied Administrative Settings

ABSTRACT: This paper reports a number of areas of difficulty—funding issues, managment and personal bias issues, theoretical issues—which emerged in the development of five treatment groups comprised entirely of depressed and suicidal patients. These groups reflected a coordinated effort between the city-county mental health system and the specific funding agencies. Strategies for overcoming these difficulties are discussed.     

Cooperative social coordination and aggression: II. Effects of sex and housing among three strains of intact laboratory rats differing in aggressiveness

Pairs of laboratory rats were rewarded with sugar solution for cooperating by means of synchronized shuttling in a rectangular chamber. Learning and performance were compared in males and females of three strains--S3, Charles River, and Wistar--ordered in terms of decreasing levels of aggressiveness. In addition, same-sex pairs of each strain were housed either together or individually. When housed together, males and females of all strains eventually cooperated at comparable levels, with rates of acquisition across strains inversely related to their aggressiveness. Individual housing, in contrast, was associated with severe deficits in males of the S3 and CR strains linked to violent fighting and prolonged freezing by animals who had previously been defeated. All other individually housed groups, including males of the Wistar strain and females of all strains, were able to cooperate, including S3 females whose violent fighting was not associated with immobility by defeated animals. In general, the majority of groups were able to cooperate despite differences in aggressiveness associated with sex, strain, and housing. Possible processes in this accommodation are discussed.