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Integrative Psychological & Behavioral... Dec 2021This article asks what kind of science psychology should be and what new readings of Vygotsky can contribute to answering this question. Methodology and method are key...
This article asks what kind of science psychology should be and what new readings of Vygotsky can contribute to answering this question. Methodology and method are key to constituting psychology as a science. Hence, the focus is on three major methodologic-methodic approaches to what Vygotsky referred to in his Notebooks towards the end of his life as his and his colleagues' "acmeist psychology" - the objective-analytical, the method of double stimulation and the semic method. Each will be discussed in its own right, followed by a discussion of the interrelatedness of the three in order to provide stimulation for future possibilities. These possibilities - it will be argued - lie in decisively re-orienting psychology as a science that brings single cases and complex semiotic analyses to the fore and thereby also rethinks psychology's relation towards the arts, especially literature.
Topics: Humans; Psychology; Research Design
PubMed: 34515941
DOI: 10.1007/s12124-021-09634-8 -
Journal of Comparative Psychology... Feb 2021A scientific discipline grows through the insights and labors of individual scientists, honed by their discussions among colleagues and the mentoring they provide to the...
A scientific discipline grows through the insights and labors of individual scientists, honed by their discussions among colleagues and the mentoring they provide to the next generation of scientists. Margaret Floy Washburn, president of the American Psychological Association in 1921, the founding year of the , was a large presence during the early years of comparative psychology. She was a consummate scientist in all the abovementioned dimensions: insights, labors, communicating with her peers (including, a century later, readers of her voluminous writings), and mentoring. This essay provides an overview of her professional life and, more importantly, a synopsis of her major theoretical work, , published in 1916. Her theoretical insights are remarkably relevant to contemporary developments in comparative psychology and related subdisciplines in psychology. She is an admirable founding mother for the discipline. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Topics: Animals; Female; History, 19th Century; History, 20th Century; Humans; Movement; Psychology, Comparative; United States
PubMed: 33555901
DOI: 10.1037/com0000272 -
History of Psychology Nov 2022After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi...
After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Topics: Humans; History, 20th Century; Rome; Psychology, Experimental; Italy; Schools; Academies and Institutes; Psychology
PubMed: 35588380
DOI: 10.1037/hop0000219 -
Neuroscience and Biobehavioral Reviews Dec 2022The scientific study of human behavior from a modern evolutionary perspective began in the 20th century with disciplines such as human ethology and behavioral ecology as... (Review)
Review
The scientific study of human behavior from a modern evolutionary perspective began in the 20th century with disciplines such as human ethology and behavioral ecology as well as sociobiology. This early work focused on the characterization of a universal human nature that could be observed across all societies and cultures, one believed to have emerged in part from evolutionary processes. With the passage of time a newer evolutionary discipline, evolutionary psychology, emerged in the early 1990 s and quickly flourished. The focus on human nature was retained from its forerunners, but the primary focus of the field underwent a decided shift. Gone was the emphasis on observable behaviors and in its place moved psychological and cognitive functioning. At the same time, the new field took an interesting departure from other branches of psychology by largely relegating the significance of individual differences across cognitive and personality styles (whether heritable or environmental in origin) to a minor role. In this paper, we review the primary original arguments for minimizing or ignoring the importance of individual differences in personality and cognition, all in the service of making the case that the study of human nature, and evolutionary psychology more generally, is not at odds with individual differences research. The two fields have always been complementary, with one serving as a frequent source of insight for the other.
Topics: Humans; Individuality; Human Characteristics; Personality; Biological Evolution; Psychology
PubMed: 36343690
DOI: 10.1016/j.neubiorev.2022.104946 -
Journal of Pediatric Psychology Jul 2023Pediatric psychologists have unique expertise to contribute to the care of youth with serious illnesses yet are not routinely integrated into pediatric palliative care...
OBJECTIVE
Pediatric psychologists have unique expertise to contribute to the care of youth with serious illnesses yet are not routinely integrated into pediatric palliative care (PPC) teams. To better define the role and unique skillset of psychologists practicing in PPC, support their systematic inclusion as part of PPC teams, and advance trainee knowledge of PPC principles and skills, the PPC Psychology Working Group sought to develop core competencies for psychologists in this subspecialty.
METHODS
A Working Group of pediatric psychologists with expertise in PPC met monthly to review literature and existing competencies in pediatrics, pediatric and subspecialty psychology, adult palliative care, and PPC subspecialties. Using the modified competency cube framework, the Working Group drafted core competencies for PPC psychologists. Interdisciplinary review was conducted by a diverse group of PPC professionals and parent advocates, and competencies were revised accordingly.
RESULTS
The six competency clusters include Science, Application, Education, Interpersonal, Professionalism, and Systems. Each cluster includes essential competencies (i.e., knowledge, skills, attitudes, roles) and behavioral anchors (i.e., examples of concrete application). Reviewer feedback highlighted clarity and thoroughness of competencies and suggested additional consideration of siblings and caregivers, spirituality, and psychologists' own positionality.
CONCLUSIONS
Newly developed competencies for PPC psychologists highlight unique contributions to PPC patient care and research and provide a framework for highlighting psychology's value in this emerging subspecialty. Competencies help to advocate for inclusion of psychologists as routine members of PPC teams, standardize best practices among the PPC workforce, and provide optimal care for youth with serious illness and their families.
Topics: Child; Humans; Palliative Care; Practice, Psychological; Psychology, Child; Pediatrics
PubMed: 37141582
DOI: 10.1093/jpepsy/jsad007 -
Journal of School Psychology Jun 2023Doctoral training programs educate future practitioners, scholars, and researchers. They therefore are an important site of inquiry for critical school psychologists...
Doctoral training programs educate future practitioners, scholars, and researchers. They therefore are an important site of inquiry for critical school psychologists interested in interrogating and confronting the inequities that exist within the field. We conducted four focus groups with 15 Black, Indigenous, and Women of Color (BIWOC) students in various APA-accredited school psychology Ph.D. programs to understand how they experienced their programs. We argue that the programs delivered a hidden curriculum to the participants through various socializing, vicarious, and disciplinary events, in addition to the official curriculum delivered to all students. Data analysis indicated that the hidden curriculum was delivered in four settings and consisted of six lessons, including (a) you do not belong here, (b) you cannot be trusted, (c) you are on your own, (d) you are not safe here, (e) you are a token, and (f) you will only get performative allyship from us. We discuss each of these lessons and contemplate on ways in which programs and faculty can combat their deleterious impact on the students.
Topics: Female; Humans; Curriculum; Faculty; Psychology; Psychology, Educational; Schools; Ethnic and Racial Minorities
PubMed: 37253574
DOI: 10.1016/j.jsp.2023.02.004 -
Cyberpsychology, Behavior and Social... Dec 2019
Topics: Artificial Intelligence; Humans; Psychology
PubMed: 31841648
DOI: 10.1089/cyber.2019.29169.bkw -
Trends in Cognitive Sciences Mar 2021As robots advance from the pages and screens of science fiction into our homes, hospitals, and schools, they are poised to take on increasingly social roles.... (Review)
Review
As robots advance from the pages and screens of science fiction into our homes, hospitals, and schools, they are poised to take on increasingly social roles. Consequently, the need to understand the mechanisms supporting human-machine interactions is becoming increasingly pressing. We introduce a framework for studying the cognitive and brain mechanisms that support human-machine interactions, leveraging advances made in cognitive neuroscience to link different levels of description with relevant theory and methods. We highlight unique features that make this endeavour particularly challenging (and rewarding) for brain and behavioural scientists. Overall, the framework offers a way to study the cognitive science of human-machine interactions that respects the diversity of social machines, individuals' expectations and experiences, and the structure and function of multiple cognitive and brain systems.
Topics: Brain; Cognitive Neuroscience; Cognitive Science; Humans; Robotics
PubMed: 33384213
DOI: 10.1016/j.tics.2020.11.009 -
Journal of Clinical Psychology in... Jun 2024This article describes a Diversity Dialogue Facilitator Training Program for Trainees, an innovative project that prepares psychology and psychiatry learners to...
This article describes a Diversity Dialogue Facilitator Training Program for Trainees, an innovative project that prepares psychology and psychiatry learners to facilitate diversity dialogues with healthcare professionals (i.e., clinical and research faculty, staff, and learners) in academic healthcare settings. Through participating in this program, trainees learn to facilitate discussions in which participants reflect upon oppression, discrimination, and disparities; explore their biases; connect and exchange views with colleagues regarding challenging societal events; and delineate action steps for advancing equity, inclusion, social responsivity, and justice in their professional and personal lives. After outlining contextual factors that informed project development, implementation, and dissemination, the iterative process of creating and implementing the training curriculum is detailed, with the aim of offering a model for other academic health center-based training programs interested in establishing a similar initiative. Lessons learned also are shared with the hope of contributing to future efforts to advance training in diversity dialogue facilitation and expand the role of psychologists in medical settings.
Topics: Humans; Cultural Diversity; Psychiatry; Curriculum; Psychology
PubMed: 37932519
DOI: 10.1007/s10880-023-09978-w -
The American Psychologist Dec 2023This award recognizes extraordinary humanitarian service and activism by a psychologist or a team of psychologists, including professional and/or volunteer work...
This award recognizes extraordinary humanitarian service and activism by a psychologist or a team of psychologists, including professional and/or volunteer work conducted primarily in the field with underserved populations. "As president of Shared Space for All (SSFA), a nonprofit organization that educates and mentors impoverished youth in a village in the province of Isaan, Thailand, Mr. Garth Neufeld has successfully and strategically led the organization. SSFA promotes safer futures for youth in a context where poverty limits education and promotes migration to cities where a lack of skills translates into vulnerability to recruitment into sex work and trafficking. Over 200 at-risk school-aged children have received a range of services through SSFA, including supervised care before and after school, social services such as transportation, and full scholarships for higher education. The organization is exemplary in partnering with the local community and privileging the wisdom of those it serves. Mr. Neufeld has assembled a board of Thai and American members, mobilizing local commitment and engagement, harnessing the power of volunteers both local and overseas, underscoring contextually and culturally appropriate approaches, and balancing when to lead from the front or from behind. Mr. Neufeld is a tenured professor of psychology at Cascadia College, managing an active academic career and commitment to SSFA. He is a leader in Division 2, where he is highly regarded by his colleagues and has received multiple awards for teaching. Mr. Neufeld's vision through SSFA has been described as transformative, creating change by investing in the next generation to build human capital. Mr. Neufeld stands as a shining example of how psychologists can bring their skills and passion to organize and mobilize partnerships that can make a lasting difference in a vulnerable community. For these reasons, American Psychological Association's (APA's) Committee for Global Psychology is honored to present this award to Garth Neufeld." (PsycInfo Database Record (c) 2024 APA, all rights reserved).
Topics: Child; Humans; Adolescent; Altruism; Emotions; Awards and Prizes; Schools; Cities; Psychology
PubMed: 38166290
DOI: 10.1037/amp0001273