Matching Clinical Theory with Patient Need

No abstract available for this article.     

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.     

Political opportunity structures and the activism of first- and second-generation Muslims in two Italian cities

ABSTRACT

The present contribution describes Muslims’ opportunities for activism and political participation, as shaped institutionally and discursively, in Milan and Turin. It analyses the interplay between the national level and the local level, and assesses the implications that contrasting local arrangements have for Muslims’ activism, claims-making and, to a certain extent, even self-identifications – especially with reference to young, second-generation Muslims. In Milan Muslims are confronted with a very closed system of political opportunities, while in Turin there appears to be a much more open system, which aims at co-opting second-generation organisations in particular. The consequence is that while in Milan Muslims – especially second-generation ones – are resigned to being merely the recipients of integration policies, in Turin they can conceive themselves more as partners of the city’s institutions, by resorting to a strategy of ‘active citizenship’.     

Physicians' Reports of Self-Injury Cases among Their Patients Not Seen in the Hospital*

ABSTRACT: A 12-month study was completed in London, Ontario, Canada, of physician contacts with 232 patients with nonhospitalized self-injuries. Of 254 physicians contacted, 17 percent accounted for the reports of the 232 patients—83 percent of the physicians reporting zero cases. Reasons for underreporting by physicians of nonhospitalized self-injuries, as well as reasons for cases of self-injury being differentially distributed among different kinds of physicians, are explored. The notion of “self-injury” is examined, and some practical implications are discussed.     

Methodological issues in language acquisition research with very young children

It is suggested that the dominance of observational methods in child language research with very young children has limited progress in understanding the language acquisition process. Evidence is presented that, contrary to popular belief, naturalistic methods do not guarantee ecological validity, nor are they free of task biases. Furthermore, observational studies do not necessarily provide better measures of linguistic competence than do more structured methods. Instead, it is argued that new insights from cognitive developmental research are applicable in studying language production in children younger than 3 years. A number of structured techniques are reviewed that have been used or could be used to study language production. It is concluded that a combination of methods is necessary in order to disentangle and control the many variables that enter into the language acquisition process.