Helping Police Officers to Cope with Stress: A Cognitive—Behavioral Approach

Police Academy trainees participated in a stress management program which focused on developing skills for coping with anxiety and anger. Stress management training took place in six 2-hour sessions and included instruction and practice in the self-monitoring of reactions to stressful situations, muscular relaxation, and the development of adaptive self-statements. Self-report measures of anxiety and anger were obtained before and after the stress management program. In addition, self and observer ratings of trainees' performance in stressful simulated police activities were utilized as posttreatment dependent measures. In comparison to a control group of trainees, the performance of the treatment group was rated, by academy personnel, as superior in several of the simulated police activities. The results of the present study suggest that stress management with law enforcement officers may be most effective when the program focuses on the specific situations which are likely to be encountered by trainees. Limitations of the present program are examined and suggestions for future efforts with law enforcement personnel are discussed.     

School psychology: An autobiographical fragment

This paper describes some of the dramatic changes that have transformed the field of school psychology over the last 40 years, a period during which the author was part of that field. The most important change was from the restricted and stultifying role of “Binet Tester” to one encompassing the culture of the school setting and its relationship to the community. These changes have been slow but steady. Many obstacles - professional preciousness, protection of turf, conceptual narrowness, an American psychology riveted on the individual - had to be overcome. The battle is far from won. These obstacles and changes are illustrated by events and programs of which the author was a part. A basic remaining problem is how to define and redefine the human resources that will meet more productively the needs of our educational system.     

The Public Schools: America's Achilles Heel

In a 1973 paper in The American Psychologist, a case was made for why it would take many decades for Blacks to improve their performance on school achievement and other cognitive tests. The paper was in opposition to Jensen's conclusion which emphasized genetics. One important part of the argument was deliberately omitted in that paper. The present paper deals with that omission which concerns the fact that our schools violate what is known about context for productive learning, a fact by no means peculiar to city schools. The near total failure of the educational reform movement has had and will continue to have consequences beyond the educational arena, one of these being Black anti-Semitism. Our cities are social time bombs. When they will ignite and explode is unpredictable. If classrooms become context for productive learning, the predicted positive outcomes require changes outside the schools, that is, the work arena.     

Public policy and human service institutions

This paper discusses reasons for the apparent lack of interest by both the policy sciences and psychology in human service institutions and provides examples of the relationships between policy and politics and policy and economics in human service institutions. It suggests that two basic assumptions, labeled the professionalism myth and the individualism myth, have been major contributors to this state of affairs. Both the neglect given these institutions and the failure to examine the universe of alternatives in policy formulation are emphasized. Finally, the paper raises the question: Where has psychology been?