DOCSLIB.ORG

Psychology 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Psychology 1 Psychology 1 Psychology PSY 0. Do Not Use. 3-4 Unit. PSY 1040. General Psychology. 3 Units. This is the first semester of yearlong introductory course that will provide students with an overview of the current body of knowledge and methods of the science of psychology. In the first semester, topics will include the biological basis of behavior; sensation and perception; states of consciousness; and learning and memory; and in the second semester, developmental psychology; personality psychology; social psychology; abnormal psychology; and motivation and emotion. Emphasis also will be placed on the historical foundations of psychology and the application of psychology to diverse human endeavors. PSY 1050. General Psychology. 3 Units. This introductory course will provide students with an overview of the current body of knowledge and methods of the science of psychology. Topics will include the historical foundations of psychology, cognition, emotions, learning, human development, biological bases of behavior, personality, psychological disorders, psychotherapy and behavior change, and social behavior. Emphasis also will be placed on the application of psychology to diverse human endeavors. PSY 2500. Prior Learning: Psychology. 1-5 Unit. PSY 2510. Independent Study: Psychology. 1-5 Unit. PSY 3010A. Addiction & Human Development. 3-4 Unit. This course provides an overview of the theories of human development and a critical analysis of the disruptive impact of addiction on the natural developmental process. Areas of study will include, developmental deficits, developmental arrest in recovering clients, delayed reactions to childhood trauma, the stages of recovery, a developmental model of recovery and the dominant discourses that influence human development. This course will also investigate the prevention and intervention techniques used to minimize the impact of addiction on human development. This course is one of several core courses developed (special attention paid to TAP 21 criteria) to provide the practical knowledge required for successfully navigating credentialing (Certified Addiction Treatment Counselor) examinations. This course is designed to address the needs of students with no prior addiction treatment training as well as provide appropriately challenging coursework that will offer upper division scholarship for an advanced education in addiction studies. PSY 3030. Origins of Psychodynamic Theory. 1 Unit. This course is designed to expose students to the psychological tenets of the origins of psychodynamic theory, with a primary focus on the work of Sigmund Freud, Carl Jung, Melanie Klein and Alfred Adler. Through lecture, hands-on activities, documentary film and assigned readings, this one-day workshop will equip students with the tools to identify, articulate and analyze the theories, concepts and interventions that have laid the foundational framework for practices within the field of clinical psychology. Additionally, the historical context behind the creation of these theories and the sociopolitical ramifications resulting from the practice of these modalities will be explored, providing an educational context for each orientation's theory of change, view of the self, and role of the therapist. PSY 3070. History and Systems of Psychology. 3-4 Unit. This course provides an overview of historical tendencies in the history of psychology and introduces participants to some of the major systems that have developed during the past century. Emphasis is placed on the social context in which psychology originated and the philosophical issues underlying central psychological controversies. The course touches on the Eastern philosophy of Zen Buddhism, the Japanese psychotherapy of Morita and Naikan, and African healing traditions. Students explore the manner in which psychology functions in the present world as a form of practice and ideology. PSY 3080A. Existential Psychology: Roots, Theory, and Practice. 3-4 Unit. This course will explore the major themes of Existential Psychotherapy from the perspectives of psychology, philosophy, film, the expressive arts and literature. The Existential movement will be studied within a broader framework from positivism to postmodernism. Students will be introduced to the contributions of Irvin Yalom, Viktor Frankl and James Bugental, as well as a range of clinical practices. Emphasis will be placed on the themes of authenticity, meaning, freedom, responsibility, agency and choice. The class format will include experiential exercises, discussions and films that trace existential concepts within society and everyday experience. PSY 3090. Abnormal Psychology. 3-4 Unit. In this course, a critical perspective on abnormal psychology is presented through consideration of methods of conceptualizing the individual, concepts of normality vs. abnormality, subjectivity vs. objectivity, and the medical model vs. the humanistic-existential model. PSY 3110. Contemporary Modes of Counseling. 3-4 Unit. This course offers a collaborative, interactive introduction to six major contemporary models of psychotherapy: Existential, Humanistic, Cognitive, Gestalt, Narrative, and Solution-Focused therapies. Students will explore these models through reading, discussion, class exercises, instructor role-play, and DVD presentations. The course also guides students in looking critically at the material presented through the lens of cultural sensitivity and issues of social justice. 2 Psychology PSY 3110A. Foundations of Art Therapy: Past, Present, and Practical. 3-4 Unit. This 10-week experiential course invites students to explore the power of art through an historical, contemporary and practical approach to art therapy. Students will learn how art therapy influences and works in tandem with neuroscience, attachment, clinical art assessment tools, art directives and interventions. Students will explore the power and significance of art materials and how to work with various populations. Through the use of readings, lectures, discussions and art making, students will gain self-awareness through a reflective and introspective process. Students will explore clinical issues seen through commonly used contemporary theories & art therapy lenses, and gain insight into the universal nature of art, illustrating how clinical issues can be accessed, assessed and healed through the use of art and psychotherapy. PSY 3110B. Art Therapy in Practice. 3-4 Unit. PSY 3120. Addiction Prevention Programming. 3-4 Unit. With opioid addiction and heroin overdose at an all-time high, the United States government has shifted its focus from the traditional post-abuse rehabilitation models to prevention programming. The ability to develop targeted and effective anti-addiction psycho-education programming is now a required skill set for employment in the behavioral health treatment field, especially as federal funding for abstinence-based drug education has more than quadrupled in recent years. This course explores historic attempts at drug abstinence education with a focus on the DARE model and similar youth prevention programming. Additionally, students examine the theoretical tenets of community resourcing and empowerment using strength-based and applied community psychology lenses. Finally, the course asks students to analyze the achievements and shortcomings of past prevention programming and to co-create informed therapeutic outreach projects for potential use out in the recovery field. PSY 3140A. Addiction & Marginalized Populations. 3-4 Unit. This course identifies special problems, issues, and concerns for individuals challenged by addiction within specific population groups. The course offers an overview of the historical issues involved in the intercultural socialization process. This course focuses on the social-psychological dynamics of diverse and marginalized population groups that are challenged by addiction (such as individuals that are disabled, individuals diagnosed with HIV/ AIDS, women, the LGBT community, criminal offenders and adolescents). Ethnic and cultural differences will be emphasized to provide students the skills needed to communicate effectively with diverse populations. This course is one of several core courses developed (special attention paid to TAP 21 criteria) to provide the practical knowledge required for successfully navigating credentialing (Certified Addiction Treatment Counselor) examinations. This course is designed to address the needs of students with no prior addiction treatment training as well as provide appropriately challenging coursework that will offer upper division scholarship for an advanced education in addiction studies. PSY 3160A. Queer Counseling & Narrative Practice. 3-4 Unit. PSY 3170A. Counseling Addiction & Co-Occurring Disorders. 3-4 Unit. This course will delve deeply into the intricacies of counseling clients with addiction and co-occurring disorders paying special attention to how this population is marginalized and the dominant discourses that influence the standard of care. Co-occurring disorders refers to co-occurring substance use (abuse or dependence) and mental disorders. Course contents include: cultural and contextual factors of the co-occurring population, evolution of the co-occurring disorders (COD) field, the guiding principles in treating clients with COD and strategies, key techniques and treatment planning for working with clients who have COD. This course is one of several expertise/skills courses developed (special attention paid to TAP 21 criteria)
Load more

Recommended publications
  • Personality and Social Psychology: Towards a Synthesis
    Universität Potsdam Barbara Krahe´ Personality and social psychology: towards a synthesis first published in: Personality and social psychology : towards a synthesis / Barbara Krahe.´ - London [u.a.] : Sage, 1992. - VIII, 278 S., ISBN 0-8039-8724-2 Postprint published at the Institutional Repository of the Potsdam University: In: Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 http://opus.kobv.de/ubp/volltexte/2009/3830/ http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38306 Postprints der Universitat¨ Potsdam Humanwissenschaftliche Reihe ; 121 Personality and Social Psychology Personality and Social Psychology Towards a Synthesis Barbara Krahe SAGE Publications London • Newbury Park • New Delhi © Barbara Krahe 1992 First published 1992 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 6 Bonhill Street London EC2A 4PU SAGE Publications Inc 2455 Teller Road Newbury Park, California 91320 SAGE Publications India Pvt Ltd 32, M-Block Market Greater Kailash - I New Delhi 110 048 British Library Cataloguing in Publication data Krahe, Barbara Personality and Social Psychology: Towards a Synthesis I. Title 302 ISBN 0 8039 8724 2 ISBN 0 8039 8725 0 pbk Library of Congress catalog card number 92-53776 Typeset by Photoprint, Torquay, Devon Printed in Great Britain by Biddies Ltd, Guildford, Surrey
    [Show full text]
  • 2021 Personal Development/Work-Life Topics
    2021 Personal Development/Work-Life Topics ComPsych® workshops provide valuable learning for employees and increase visibility and utilization of the GuidanceResources® benefit. Topics are designed and written by our internal staff of psychologists and adult learning experts. These 45-60 minute programs are informative and engaging. A minimum of 30 days is requested for scheduling sessions to ensure the training date is available and to secure the most qualified facilitator for the selected topic. A minimum of eight participants and a maximum of 35 participants are recommended. GuidanceResources® Program Orientation Employee and supervisory orientations are an integral part of the ComPsych® program. Based upon customer needs, employee locations, population concentration, along with HR policies, ComPsych® will help facilitate a smooth schedule for program roll-out or to reintroduce the services. The purpose of these orientations is to introduce the services, stress the professional and confidential nature of the benefit, and relate the methods of accessing help. Personal Development/Work-Life Workshops Management Support • Building Your Child’s Self-Esteem • Talking To Kids About Violent Events • Addressing Employee Performance • Communicating the Tough Stuff to Your With Widespread Media Coverage Issues in a Supportive Way* Child: Drugs, Alcohol, Sex and Peer • Talking to Your Child About Tough Issues • Managing Staff Through Stressful Pressure Affecting the Family Situations* • Discipline That Works • The Successful Single Parent • Managing
    [Show full text]
  • Part 1 - Personality Development
    PART 1 - PERSONALITY DEVELOPMENT CHAPTER 1: PERSONALITY Personality is the sum total of ways in which an individual reacts and interacts with others. Or Personality is generally defined as the deeply ingrained and relatively enduring patterns of thought, feeling and behavior. In fact, when one refers to personality, it generally implies to all what is unique about an individual, the characteristics that makes one stand out in a crowd. Personalities is the sum total of individual’s Psychological traits, characteristics, motives, habits, attitudes, beliefs and outlooks. Personality determinants: Heredity : Heredity refers to those factors that were determined at conception. Physical structure, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and biological rhythms are characteristics that are generally considered to be either completely or substantially influenced by who your parents were, that is by their biological, physiological and inherent psychological makeup. Environment : The environmental factors that exert pressures on our personality formation are the culture in which we are raised, our early conditioning, the norms among our family, friends and social groups, and other influences that we experience. The environment to which we are exposed plays a substantial role in shaping our personalities. Situation : A third factor, the situation, influences the effects of heredity and environment on personality. An individual’s personality although generally stable and consistent, does change in different situations. The varying demand of different situation calls forth different aspects of one’s personality. We should not therefore look upon personality patterns in isolation. Self Awareness: Self Awareness knows your motivations; preferences, personality and understanding how these factors influence your judgment, decisions and interactions with other people.
    [Show full text]
  • CURRICULUM VITAE [email protected] (Updated 9/15/21)
    Alan R. King CURRICULUM VITAE [email protected] (updated 9/15/21) Positions Professor of Psychology (2003-present) Associate Professor of Psychology (1991-2003) Director of Clinical Training (1989-1992; 1999-2012) Director of Psychological Services Center (2007-2008) Department of Psychology University of North Dakota Assistant Professor of Psychology (1987-1991) Department of Psychology University of North Dakota Assistant Professor of Psychology (1982-1987) Department of Psychology Southern University at New Orleans St. Joseph Seminary College Education Louisiana State University, 1979-1984 Baton Rouge, Louisiana Major: Clinical Psychology, Ph.D. Minor: Health Psychology Dissertation: Menstrual cycle influences on acute alcohol intoxication (Advisor: Phillip J. Brantley, Ph.D.) New Orleans Veterans Administration Medical Center Clinical Internship, 1981-1982 Internship Director: Patricia B. Sutker, Ph.D. University of Southwestern Louisiana, 1977-1979 Lafayette, Louisiana Major: Experimental Psychology, M.S. Thesis: The effects of a court-probated alcoholics anonymous program on seven self-report indicators of life adjustment (Advisor: Steven Hotard, Ph.D.) Nicholls State University, 1974-1977 Thibodaux, Louisiana Major: Psychology, B.A. Vandebilt Catholic High School, 1970-1974 Houma, Louisiana Peer-Reviewed Publications Mangold, A., Herting, N.A., & King, A.R. (in press). The role of children's PTSD symptomatology in non-offending caregivers' secondary to traumatic stress symptomatology following disclosures of sexual or physical abuse. Journal of Child & Adolescent Trauma King, A. R. (2021). Childhood adversity links to self-reported mood, anxiety, and stress-related disorders. Journal of Affective Disorders, 292, 623-632. doi:10.1016/j.jad.2021.05.112 Mangold, A., Tindell, C.N., Williams, V., Kuhn, S.K., Duffy, M.J., Gabel, S., King, A.R.
    [Show full text]
  • An Exploration of the Relationships Among Connectedness to Nature, Quality of Life, and Mental Health
    Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 8-2012 An Exploration of the Relationships Among Connectedness to Nature, Quality of Life, and Mental Health Peter Gelden Tauber Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Psychology Commons Recommended Citation Tauber, Peter Gelden, "An Exploration of the Relationships Among Connectedness to Nature, Quality of Life, and Mental Health" (2012). All Graduate Theses and Dissertations. 1260. https://digitalcommons.usu.edu/etd/1260 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. AN EXPLORATION OF THE RELATIONSHIPS AMONG CONNECTEDNESS TO NATURE, QUALITY OF LIFE, AND MENTAL HEALTH by Peter G. Tauber A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE in Psychology Approved: Gayle S. Morse, Ph.D. M. Scott DeBerard, Ph.D. Committee Chair Committee Member JoAnn T. Tschanz, Ph.D. Mark R. McLellan, Ph.D. Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2012 ii Copyright © Peter G. Tauber 2012 All Rights Reserved iii ABSTRACT An Exploration of the Relationships Among Connectedness to Nature, Quality of Life, and Mental Health by Peter G. Tauber, Master of Science Utah State University, 2012 Major Professor: Gayle S. Morse, Ph.D. Department: Psychology The current study examined the relationships among connectedness to nature (CTN), quality of life (QOL), and mental health (MH).
    [Show full text]
  • Psychology and the Search for Extraterrestrial Intelligence (SETI)”; November 15, 2015 Deadline
    H-PCAACA Chapter Proposals for “Psychology and the Search for Extraterrestrial Intelligence (SETI)”; November 15, 2015 Deadline Discussion published by Douglas Vakoch on Tuesday, October 27, 2015 Type: Call for Publications Date: November 15, 2015 Subject Fields: Psychology, Social Sciences, Sociology, Linguistics, Communication Chapter proposals are invited for an edited book titled Psychology and the Search for Extraterrestrial Intelligence (SETI). To date, only a handful of psychologists have been involved in SETI, which uses radio telescopes to search for signals from advanced technologies circling distant stars. Yet recent scientific discoveries make the existence of life beyond Earth seem increasingly plausible. For example, we now know that almost all stars have planets, and liquid water flows today on the surface of Mars. Psychology and the Search for Extraterrestrial Intelligence (SETI) will follow up the October 2015 special issue of The Psychologist, the monthly magazine of the British Psychological Society, which focused on the theme “Out of This World” <http://bit.ly/1K7rk2E>. For this new book, we seek empirical and theoretical contributions that explore the variety of ways that psychology can inform the search for life beyond Earth. Chapters may focus on psychological contributions to SETI, which searches for evidence of technologically advanced civilizations at interstellar distances, or on the more general scientific field of astrobiology, which includes studies of the habitability of other planets and the search for extraterrestrial microbial life. Interested authors should send a 400-word abstract, 200-word biography, and sample of a previously published chapter or article to Douglas Vakoch [email protected] by November 15, 2015.
    [Show full text]
  • Positive Emotion Dispositions Differentially Associated with Big Five Personality and Attachment Style
    The Journal of Positive Psychology, April 2006; 1(2): 61–71 Positive emotion dispositions differentially associated with Big Five personality and attachment style MICHELLE N. SHIOTA, DACHER KELTNER, & OLIVER P. JOHN University of California at Berkeley, USA Abstract Although theorists have proposed the existence of multiple distinct varieties of positive emotion, dispositional positive affect is typically treated as a unidimensional variable in personality research. We present data elaborating conceptual and empirical differences among seven positive emotion dispositions in their relationships with two core personality constructs, the ‘‘Big Five’’ and adult attachment style. We found that the positive emotion dispositions were differentially associated with self- and peer-rated Extraversion, Conscientiousness, Agreeableness, Openness to Experience, and Neuroticism. We also found that different adult attachment styles were associated with different kinds of emotional rewards. Findings support the theoretical utility of differentiating among several dispositional positive emotion constructs in personality research. Keywords: Emotion; positive emotion; positive psychology; personality; Big Five; attachment Downloaded By: [CDL Journals Account] At: 22:51 20 December 2007 Introduction Shiota, Campos, Keltner, & Hertenstein, 2004). In the present investigation we explored distinctions Philosophers and writers have long debated the nature among the major personality correlates of several of happiness, reaching a wide range of conclusions, corresponding positive emotion dispositions. Prior but never a consensually accepted definition. studies have documented robust relationships Recently scientists have joined this enterprise, creat- between global positive affect and the Big Five trait ing a flourishing line of inquiry: a Psycinfo search Extraversion, as well as secure adult attachment for ‘‘happiness’’ now yields over 4,500 citations.
    [Show full text]
  • Thesis Personal Growth Initiative and Calling
    THESIS PERSONAL GROWTH INITIATIVE AND CALLING: INTRINSIC MOTIVATION AT WORK Submitted by John Jurica Department of Psychology In partial fulfillment of the requirements For the Degree of Master of Science Colorado State University Fort Collins, Colorado Summer 2014 Master’s Committee: Advisor: Bryan Dik Susan Anderson Gwynith Fisher Copyright by John Jurica 2014 All Rights Reserved ABSTRACT PERSONAL GROWTH INITIATIVE AND CALLING: INTRINSIC MOTIVATION AT WORK This study examined relationships between personal growth initiative, which is a desire to actively engage in conscious self-improvement, and the vocational construct of calling, which is defined as a sense of meaning derived from work that is pro-social and emanates from a transcendent summons. The study also examined how personal growth initiative and calling variables were related to positive well-being variables and career development variables. The participants (N = 297) were undergraduate students enrolled in a psychology course at a large public university in the western United States. The results suggested that personal growth initiative can be incorporated into the prevailing model of calling in multiple ways. First, evidence suggested that it may function as a predictor of presence of calling. Second, personal growth initiative may function as a moderator between presence of calling and living a calling. Finally, there was evidence that personal growth initiative may be a mediator between presence of calling and positive criterion variables, including life satisfaction and work hope. The results also suggested that living a calling may not be an important goal for college students, which provides evidence for the possibility that a sense of calling has different effects for individuals in different stages of career development.
    [Show full text]
  • T~~E Evolution of Psychotherapy. a Conference
    T~~E EvoluTioN of PsycHOTHERApy. SM A CoNfERENCE. Sponsored by The Milton H. Erickson Foundation Cosponsored by University of California, Irvine-Department of Psychiatry & Human Behavior California State University, Fullerton-Department of Psychology December 12-16, 1990 Anaheim, California FEATURING: Beck, Bugental, Ellis, Glasser, M. Goulding, Haley, Hillman, Kaplan, Lazarus, Lowen, Madanes, Marmor, Masterson, May, Meichenbaum, Minuchin, Palazzoli, E. Polster, M. Polster, Rossi, Szasz, Watzlawick, Whitaker, Wolpe and Zeig. KEYNOTE ADDRESSES Viktor Frankl Betty Friedan PsycheScapes= Positions & Projections Featuring: Aaron Beck, M.D. James Bugental, Ph.D. Albert Ellis, Ph.D. William Glasser, M.D. Mary Goulding, M.S.W. Jay Haley, M.A. James Hillman, Ph.D. Helen Singer Kaplan, M.D., Ph.D. Arnold Lazarus, Ph.D. Alexander Lowen, M.D. Cloe Madanes, Lie. Psychol. Judd Marmor, M.D., Ph.D. James Masterson, M.D. Rollo May, Ph.D. Donald Meichenbaum, Ph.D. Salvador Minuchin, M.D. Mara Selvini Palazzoli, M.D. Erving Polster, Ph.D. Miriam Polster, Ph.D. Ernest Rossi, Ph.D. Thomas Szasz, M.D. Paul Watzlawick, Ph.D. Carl Whitaker, M.D. Joseph Wolpe, M.D. Jeffrey Zeig, Ph.D. This second Evolution of Psychotherapy Conference, PsycheScapes: Positions and Projections, is dedicated to those presenters from the 1985 Conference who cannot be with us here, but who will always be with us in spirit. Their wisdom and contributions have added to the well-being of humankind. Bruno Bettelheim Murray Bowen Ronald D. Laing Carl Rogers Virginia Satir Lewis Walberg And to Robert Goulding who could not attend the Conference due to ill health. THE HONORABLE CITY COUNCIL FRED HUNTER, Mayor IRV PICKLER, Mayor Pro Tern MIRIAM KAYWOOD, Councilwoman WILLIAM D.
    [Show full text]
  • Black Excellence in School Psychology
    Black Excellence in Psychology: Past and Present Pioneers in Psychology ALBERT SIDNEY BECKHAM (1897-1964) Dr. Beckham is considered to be the first African American school psychologist practicing in the Chicago Public Schools. He founded the first psychological laboratory at Howard University and published over 20 articles on the effect of counseling on high school students, childhood behavioral problems, intelligence testing and life satisfaction. Dr. Beckham brought together ministers whose parishes included families of students he was working with, allowing for the first time a church-neighborhood- school relationship in the community that benefited African American youth. Learn more about Dr. Beckham here FRANCIS CECIL SUMNER (1895-1954) Dr. Sumner was the first African American to receive his Ph.D. in Psychology. He helped establish the psychology department at Howard University to train African American psychologists. Dr. Sumner completed a vast amount of research that counteracted racism and bias in psychological studies of African Americans. Some of his students went on to become leading psychologists, including Dr. Kenneth Clark. Learn more about Dr. Sumner here INEZ BEVERLY PROSSER (1891-1934) Dr. Prosser was the first African American woman to receive her Ph.D. and the first black female psychologist. Her dissertation examined the academic development of African American children in mixed and segregated schools. Her findings showed that African American children fared better socially and academically in segregated schools. Specifically, Dr. Prosser found that African American children from integrated schools experienced more social maladjustment and felt less secure, a barrier to their learning, reaching controversial conclusions in the decades leading to the Brown v.
    [Show full text]
  • Becoming and Being: a Response to Chalquist's Review of Ecopsychology
    BOOK REVIEW Becoming and Being: A Response to Chalquist’s Review of Ecopsychology: Science, Totems, and the Technological Species Peter H. Kahn, Jr.1 and Patricia H. Hasbach2 sun sets from a bluff-top venue. Home prices are almost always higher when there is natural beauty out the window. Water views are 1Department of Psychology, University of Washington, Seattle, especially valued. We enjoy gardening. Birding. We send flowers to Washington. people to cheer them up and to celebrate. 2Psychotherapy and Consulting Services, Eugene, Oregon; Lewis A profound experience of our totemic selves is the encounter with and Clark College, Portland, Oregon; Antioch University, Seattle, a wild animal Other—perhaps with a turtle or a bear or a gray whale. Washington. Such an encounter can stay in one’s memory for a lifetime. Paul Shepard (1996) has written of how such encounters made us human e would like to extend our appreciation to Craig and that the need for such encounters is with us still. But with the Chalquist for his thoughtful review and willingness to destruction of wild habitats and the loss of so many wild animals, engage in this dialogue. And to Thomas Doherty, ed- these encounters happen too infrequently for too few people. Thus W itor of this journal, whose idea it was. that totemic desire gets repressed and finds perverted forms of ex- Chalquist writes as both an urbanite and deep ecologist. He resides pression. You may have witnessed, for example, people throwing inside the hermeneutic circle, and outside, and espouses Gadamer pebbles or bits of food at a wild animal imprisoned in a cage at the even as he is critical of such jargon that can do more to obfuscate zoo, despite signage asking people to refrain from such behavior.
    [Show full text]
  • How Black/African Psychology Changed the Discipline of Psychology
    JBPXXX10.1177/0095798418810592Journal of Black PsychologyCokley and Garba 810592research-article2018 Conceptual https://doi.org/10.1177/0095798418810592 Journal of Black Psychology 2018, Vol. 44(8) 695 –721 Speaking Truth to © The Author(s) 2018 Article reuse guidelines: Power: How Black/ sagepub.com/journals-permissions https://doi.org/10.1177/0095798418810592DOI: 10.1177/0095798418810592 African Psychology journals.sagepub.com/home/jbp Changed the Discipline of Psychology Kevin Cokley1 and Ramya Garba1 Abstract Black/African psychology is a distinct disciplinary field of psychology that includes a community of scholars and a history of scholarly inquiry. Black psychologists grounded in a Black/African psychology tradition have long challenged the hegemonic paradigms and racist beliefs perpetuated by Eurocentric approaches to psychology. However, in the absence of teaching about the important contributions of Black/African psychology, many individuals remain unaware of its historical and contemporary impact on the discipline of psychology. Using the three methodological approaches of deconstruction, reconstruction, and construction as a framework, the authors identify the many ways in which Black/African psychology has challenged prevailing beliefs in psychology about Black behavior and culture and forever changed psychological research on Black people. Keywords Black psychology, African psychology, deconstruction, reconstruction, construction 1University of Texas at Austin, Austin, TX, USA Corresponding Author: Kevin Cokley, University of Texas at Austin, 1 University Station D5800, Austin, TX 78712, USA. Email: [email protected] 696 Journal of Black Psychology 44(8) As the Association of Black Psychologists (ABPsi) celebrates its 50th anni- versary, it is time to reflect on the field of Black/African psychology, specifi- cally the impact of Black/African psychological theory and research on the discipline of psychology.
    [Show full text]