DOCSLIB.ORG

Transitions in the Mental Health Field's System of Professions from WWII Until the Present: the Case of Dubville Daniel Noam Warner

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Transitions in the Mental Health Field's System of Professions from WWII Until the Present: the Case of Dubville Daniel Noam Warner Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Summer 2009 Transitions in the Mental Health Field's System of Professions from WWII until the Present: The Case of Dubville Daniel Noam Warner Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Warner, D. (2009). Transitions in the Mental Health Field's System of Professions from WWII until the Present: The asC e of Dubville (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1341 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. TRANSITIONS IN THE MENTAL HEALTH FIELD’S SYSTEM OF PROFESSIONS FROM WWII UNTIL THE PRESENT: THE CASE OF “DUBVILLE” A Dissertation Submitted to the McAnulty Graduate School of Liberal Arts Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Philosophy By Daniel Noam Warner August 2009 i Copyright by Daniel Noam Warner M.A. 2009 ii TRANSITIONS IN THE MENTAL HEALTH FIELD’S SYSTEM OF PROFESSIONS FROM WWII UNTIL THE PRESENT: THE CASE OF “DUBVILLE” By Daniel Noam Warner Approved: April 16, 2009 Daniel Burston Roger Brooke Associate Professor of Psychology Professor of Psychology Dissertation Director Committee Member Psychology Department Chair Constance Fischer Ralph L. Pearson Professor of Psychology Provost /Academic Vice President and Committee Member The McAnulty College and Graduate School of Liberal Arts Professor of History iii ABSTRACT TRANSITIONS IN THE MENTAL HEALTHY FIELD’S SYSTEM OF PROFESSIONS FROM WWII UNTIL THE PRESENT: THE CASE OF “DUBVILLE” By Daniel Noam Warner August 2009 Dissertation supervised by Professor Daniel Burston A case study of one mental health field in a medium-sized, steel-belt city over a 50 year period is presented. Through interviews and archive data, the narrative elucidates the transitions that occurred in regards to which professions are dominant, and which services count as mental health services, in different eras and under different science and governmental regimes. The dissertation focuses on four professional categories in particular: psychoanalytic psychiatrists, neurological psychiatrists, research psychologists, and clinical psychologists. It also focuses, primarily, on three institutions: a large psychiatric research hospital, a university psychology department, and a psychoanalytic institute. Through tracing the dynamics of the professional transitions undergone by these professions and institutions, four major conclusions are reached: (1) The transitions in mental health were not just scientific advancements, but changes in the “object” over which mental health professionals are considered to have expertise. (2) iv Sidestepping the “total person” has resulted in a radical transition in the very hierarchy of the mental health system of professions. (3) The problem of the “total person” continues to complicate efforts in mental health, despite having ostensibly been “sidestepped.” (4) “Totality” has become an area of technocratic expertise for those working in private practice psychotherapy. However, totality is no longer exclusively conceptualized through a psychoanalytic lens, while the ground to make a claim on “totality” is still grounded in “clinical experience.” v ACKNOWLEDGEMENTS First, I must thank my many interviewees, who selflessly donated their time for this project. I thank them for taking time out of their busy schedules to help my edification, and hopefully to help the mental health field grow in self-understanding and maturity. I would also like to thank my dissertation committee, Daniel Burston, Roger Brooke, and Constance Fischer, who shepherded me not only through the complex process of writing a dissertation, but through the entirety of my graduate training in psychology and the human sciences. In particular I would like to note my Committee Chair, Daniel Burston, for showing me the power of historical analysis in addressing theoretical questions. There were also many experts who assisted me out of pure selfless dedication to scholarship. Two sociologists in particular helped me generate an analytic frame for understanding the mental health field that I only knew from “the inside.” First is Matt Schneirov Ph.D., who introduced me to the field of medical sociology, and second is John Marx who helped educated me on many dynamics in the contemporary mental health professions. Sam Knapp was indispensable in his encyclopedic knowledge on the history of professional psychology, Martin Packer pushed me to develop an appropriate method for my project, and Ken Thompson was indispensable in connecting me to sources I could never have found on my own (as well as in allowing me to check out library books on his account!) vi The polish and clarity of the final product was made possible by the tireless editing of Mathew Lorenz and Joshua Gregson, who spent innumerable hours pushing me to make sense. The Duquesne University Psychology Department office managers Norma Coleman and Marilyn Henline assisted me through the many logistical hurdles of proposing and writing the dissertation. Last, I need to thank my wife, Erika Fricke, who not only provided unmatched copyediting help, but has been my foil and debating partner as I worked through the ideas expressed in this dissertation, and which power my commitment to mental health work. vii TABLE OF CONTENTS Page Abstract.................................................................................................................. iv Acknowledgements................................................................................................. v 1 - Introduction ....................................................................................................... 1 Theory................................................................................................................. 5 The System of Professions.................................................................................. 7 Method .............................................................................................................. 18 Notes on Bias .................................................................................................... 27 Notes on Technical Issues............................................................................. 29 Summary........................................................................................................... 30 2 - DIMH 1950 – 1970: The Psychoanalytic Psychiatrists................................... 31 The Total Person............................................................................................... 38 Community Psychiatry...................................................................................... 50 Tensions ............................................................................................................ 54 Relationship to the State ............................................................................... 62 Relationship to the Local Community .......................................................... 65 Analytic Regression...................................................................................... 68 Analytic Maturity.......................................................................................... 74 Analytic Science and Accountability............................................................ 79 Summary: Unheeded Research Findings.......................................................... 84 3 – Clinical Psychology: 1950 – 1970 .................................................................. 89 Psychology – A Disputed Discipline ................................................................ 89 viii Workplace Assimilation.................................................................................. 102 The Emergence of Behavior Therapy............................................................. 110 Tensions .......................................................................................................... 123 Summary......................................................................................................... 131 4 - DIMH in the 1970s: Flattening the “Total Person” ....................................... 133 Research.......................................................................................................... 136 Treatment ........................................................................................................ 142 Training........................................................................................................... 147 The Community .............................................................................................. 150 Extracting Psychiatry from Politics ................................................................ 153 The “New” Community Mental Health .......................................................... 157 Tensions .......................................................................................................... 163 Tensions with Research .............................................................................. 164 Tensions with Treatment............................................................................. 170 Tensions with the System ..........................................................................
Load more

Recommended publications
  • Community Psychologist
    THE Community Psychologist A PUBLICATION OF THE SOCIETY FOR COMMUNITY RESEARCH AND ACTION Summer, 2007 Division 27 of the American Psychological Association Volume 40 No. 3 FROM THE PRESIDENT — CONTENTS Carolyn F. Swift, Lawerence, Kansas Columns 1 President’s Column, by Carolyn F. Swift Transitions 5 Editor’s Column, by Elizabeth Thomas Some transi- 6 Community Action Research Center Network, tions come smoothly. edited by Chris Keys, Bob Newbrough, They catch our atten- Bradley Olson, & Yolanda Suarez–Balcazar tion after they’re in 8 Cultural and Racial Affairs, place when we real- edited by Pamela P. Martin ize, looking back, how 9 Disabilities Action, edited by Fabricio Balcazar profoundly our lives 12 Education Connection, have changed. Others edited by Jim Dalton & Maurice Elias come suddenly, blow- 15 Lesbian/Gay/Bisexual/Transgender, ing into our lives like edited by Cathy Chovan & Peter Ji hurricanes, changing 16 Living Community Psychology, us and our world in edited by Gloria Levin major ways. This year 19 Prevention & Promotion, has been one of transi- edited by Monica Adams & Derek Griffith tion for community 23 Regional, edited by Gary Harper Photo by Alex Lowy Photo by psychology as a disci- 26 Rural Issues, edited by Cécile Lardon pline and as a Society. 26 School Intervention, edited by Susana Helm In this column I look at transitions over the last 12 months. 30 Social Policy, edited by Joseph R. Ferrari 32 Student Issues, edited by Transitions in our Discipline Michael Armstrong & Marco A. Hidalgo Community Psychology, born at Swampscott in 1965, projected a vision that transformed its founders and “contents” continued on page two C won disciples in succeeding generations.
    [Show full text]
  • The “Two Cultures” in Clinical Psychology: Constructing Disciplinary Divides in the Management of Mental Retardation
    The “Two Cultures” in Clinical Psychology: Constructing Disciplinary Divides in the Management of Mental Retardation Andrew J. Hogan Creighton University Isis, Vol. 109, no. 4 (2018): 695-719 In a 1984 article, psychologist Gregory Kimble lamented what he saw as the two distinct cultures of his discipline. Writing in American Psychologist, a prominent professional journal, he noted, “In psychology, these conflicting cultures [scientific and humanistic] exist within a single field, and those who hold opposing values are currently engaged in a bitter family feud.” 1 In making his argument, Kimble explicitly drew upon British scientist and novelist C.P. Snow’s 1959 lecture The Two Cultures, in which Snow expressed concern about a lack of intellectual engagement between scientists and humanists, and about the dominant position of the humanities in British education and culture. Kimble used Snow’s critique to help make sense of what he perceived to be a similar polarizing divide between “scientific” and “humanistic” psychologists. 2 As Kimble described it, humanistic psychologists differed form their scientific colleagues in placing their ambitions to enact certain social policies and to promote particular social values- based ideologies ahead of the need for the scientific validation of these approaches. Kimble demonstrated his purported two cultures divide in psychology using survey data he collected from 164 American Psychological Association (APA) members. Each was part of either APA Division 3 (Experimental Psychology) or one of three other Divisions, which represented special interest groups within the psychology field. His results, illustrated on a spectrum from scientific to humanistic orientation, showed a purported divide between experimental psychologists on the scientific side, and their humanistic colleagues in the other three Divisions (See Figures 1,2).
    [Show full text]
  • The Psychologist Volume 39, Nos
    Fall_2004 Volume_39 Numbers_1-4 The Psychologist A publication of the Society for General Psychology Division ONE of the American Psychological Association TABLE OF CONTENTS APA Committee on Animal Research and Experimentation (Nancy Dess)………………….……..18 1. DIVISIONAL NEWS International Adventures in Psychology (Frances M. Culbertson)………………………………..20 Editorial (Harold Takooshian, Richard Velayo)……………....2 Celebrating 75 years of excellence Division Officers and chairs…………………………………….3 (Takooshian, Salovey, Denmark) ………………….….21 Minutes: August 2003 China, August 2004 (Nancy F. Russo) ……………………..22 (Michael Wertheimer)……………………………………..3 Membership Application …………………………….............23 Minutes: August 2004 (Michael Wertheimer)………………...6 APA Council report: February 2004 (Michael Wertheimer) …………………………………….8 Editorial APA Council report: August 2004 The adage tells us (Michael Wertheimer)……………………………………10 “No one is irreplaceable.” True? Historian’s Report 2004 (Donald Dewsbury)………………..12 Not always. After Fellows Committee Report many years as the (Harold Takooshian) …………………………………….12 Editor of The General Psychologist, Alan Boneau in 2003 made good on his 2. ANNOUNCEMENTS FOR MEMBERS years-long warning that the Society must find a new TGP Editor. Since Alan’s last issue in Fall 2003, the Call for Award Nomination for 2005 Society has been without its Newsletter to (Nancy F. Russo)………………………………………...12 communicate news to its thousands of members. One-by-one, two colleagues kindly volunteered to edit Call for Fellow Nominations for 2005 TGP, but then each had to withdraw before producing (Harold Takooshian)……………………………………..13 an issue. In view of the two-fold importance of the activities of our Society, and the need for its Call for Programs 2005 (Richard Meegan)………………….14 Newsletter, we two asked the Society’s Executive 2005 APA apportionment ballots (Sarah Jordan) ………….14 Committee if we could edit this Fall 2004 special issue of TGP, to publish the year’s accumulated news and New APA division on Human-Animal Studies announcements.
    [Show full text]
  • ED061552.Pdf
    DOCUMENT RESUME ED 061 552 CG 007 129 AUTHOR Reynolds, Maynard C., Ed. TITLE Proceedings of the Conference on Psychology and the Process of schooling in the Next Decade: Alternative Conceptions. INSTITUTION Minnesota Univ., Minneapolis. Dept. of special Education. SPONS AGENCY Office of Education (DHEW) , Washington, D.C. Bureau of Educational Personnel Development. PUB DATE Sep 71 GRANT OEG-0-9-336005(725) NOTE 274p. EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Behavior Change; Change Agents; Child Development; Cognitive Development; Cognitive Processes; Education; *Educational Change; *Educational Innovation; Educational Objectives; *Educational Philosophy; Educational Problems; Guidance Personnel; Intelligence; Learning; *Psychologists; Psychology; School Psychologists; *Schools; Social Experience; Student Teacher Relationship ABSTRACT The conference intended to stimulate dialogue between psychologists and educators for the purpose of developing ncreative propositions., that address the functions of schooling with the most relevant and advanced psychological knowledge. Most broadly, the papers and critiques are concerned with how psychology could beused to improve: (1) socialization;(2) curriculum development; (3) teaching; and (4) guidance. Some attention is also given to the total functioning of schools, especially organizational change and the community base. Papers deal variously with:(1) an interactional view of learning wnich weds Dewey and Piaget; (2) the new view intelligence as a gradually accumulated fund of skills i, -tion with social experience;(3) the role of school psycholoy'qf 4S teacher advisers; (4) current brain research and its relaLlonship to the problems of education; and (5) the lack of a productive theory of change process. A dissatisfaction with the current schooling process pervades the proceedings. Alternatives and innovations are suggested.
    [Show full text]
  • History of Psychology
    The Psych 101 Series James C. Kaufman, PhD, Series Editor Department of Educational Psychology University of Connecticut David C. Devonis, PhD, received his doctorate in the history of psychology from the University of New Hampshire’s erstwhile pro- gram in that subject in 1989 with a thesis on the history of conscious pleasure in modern American psychology. Since then he has taught vir- tually every course in the psychology curriculum in his academic odys- sey from the University of Redlands in Redlands, California, and the now-closed Teikyo Marycrest University (formerly Marycrest College in Davenport, Iowa) to—for the past 17 years—Graceland University in Lamoni, Iowa, alma mater of Bruce Jenner and, more famously for the history of psychology, of Noble H. Kelly (1901–1997), eminent con- tributor to psychology’s infrastructure through his many years of ser- vice to the American Board of Examiners in Professional Psychology. Dr. Devonis has been a member of Cheiron: The International Society for the History of Behavioral and Social Sciences since 1990, a con- tributor to many of its activities, and its treasurer for the past 10 years. Currently he is on the editorial board of the American Psychological Association journal History of Psychology and is, with Wade Pickren, coeditor and compiler of the online bibliography History of Psychology in the Oxford Bibliographies Online series. History of Psychology 101 David C. Devonis, PhD Copyright © 2014 Springer Publishing Company, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, [email protected] or on the Web at www.copyright.com.
    [Show full text]
  • Christian Psychology”
    Scripture quotations are taken from the Authorized King James Ver- sion of the Holy Bible. THE END OF “CHRISTIAN PSYCHOLOGY” Copyright © 1997 Martin and Deidre Bobgan Published by EastGate Publishers Santa Barbara, California Library of Congress Catalog Card Number 97-94482 ISBN 0-941717-12-7 All rights reserved. Printed in the United States of America For other foundation can no man lay than that is laid, which is Jesus Christ. 1 Corinthians 3:11 In whom all the building fitly framed together groweth unto an holy temple in the Lord: in whom ye also are builded together for an habitation of God through the Spirit. Ephesians 2:21-22 As ye have therefore received Christ Jesus the Lord, so walk ye in him: rooted and built up in him, and stablished in the faith, as ye have been taught, abounding therein with thanksgiving. Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ. For in him dwelleth all the fulness of the Godhead bodily. And ye are com- plete in him, which is the head of all principality and power. Colossians 2:6-10 CONTENTS 1. The End of “Christian Psychology” ......................................... 3 2. Science or Pseudoscience? ..................................................... 21 3. Integration or Separation? .................................................... 41 4. Does Psychotherapy Work? ................................................... 65 5. Rejection of the Living Water ............................................... 99 6. Polluted Streams ................................................................. 117 7. Sigmund Freud/Psychoanalysis .......................................... 125 8. Carl Jung/Analytic Psychology ........................................... 149 9. Alfred Adler/Individual Psychology .................................... 165 10. Erich Fromm/Unconditional Love .................................... 181 11. Abraham Maslow/Need Psychology .................................
    [Show full text]
  • Search for the Fountain of Health George S. Howard
    Search for the Fountain of Health George S. Howard Preface Forward Juan Ponce de Leon Chapter 1 Dream a Little Dream With Me Chapter 2 Introducing Star Scientific Chapter 3 Jonnie’s Story Chapter 4 The Rocky Road to Rock Creek Chapter 5 Osiris: An historical look Chapter 6 Osiris 2015 Chapter 7 Rock Creek 2015 Chapter 8 FATflammation Part B Be Lions Chapter 9 The Diversification Myth Chapter 10 But Honestly Chapter 11 Pat Cox Chapter 12 Investment Analysts Speak With Percentaged Tongue Chapter 13 Regulators Should Toil… Chapter 14 Protecting American Jobs Chapter 15 Healthy Societies Chapter 16 Healthy Spirituality Chapter 17 An Ode to Moderation Chapter 18 Imagine 2 Preface First, allow me to explain human psychology as I see it. With the exception of a flash memory here and there (e.g., falling off a swing at age 4; taking an interminably long vacation trip by car to Michigan) I really don’t recall much of what I did before high school. About age 14, I began to work on myself in various domains over extended periods of time. Chief among these quests was basketball. Enormous blocks of time were devoted to my dream of “someday ruling the NBA.” By college, in the late 1960s, basketball would have been relegated to a “Hobby” on my resume. Anyway, the “George, the NBA superstar” dream was joined by: “George, the math enthusiast;” “George, the saint;” “George, the world’s greatest pal;” “George, the girl’s-man;” “George the hard worker;” “George, the dyslexic;” and so forth. In its own time, each dream was written in my mind (as one might pen a novel) and “tried on” in my life.
    [Show full text]
  • School, Community and Clinical Psychology Training and Working Together in the Interdisciplinary School Mental Health Field Mark D
    University of South Carolina Scholar Commons Faculty Publications Psychology, Department of 2010 School, Community and Clinical Psychology Training and Working together in the Interdisciplinary School Mental Health Field Mark D. Weist University of South Carolina - Columbia, [email protected] C. Mills S. Huebner B. Smith A. Wandersman Follow this and additional works at: https://scholarcommons.sc.edu/psyc_facpub Part of the Psychology Commons Publication Info Published in The Community Psychologist, Volume 43, Issue 4, 2010, pages 32-36. © The ommC unity Psychologist 2010, The ocS iety for Community Research and Action Weist, M. D., Mills, C., Huebner, S., Smith, B., & Wandersman, A. (2010). School, community and clinical psychology training and working together in the interdisciplinary school mental health field. The Community Psychologist, 43(4), 32-36. This Article is brought to you by the Psychology, Department of at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. A PUBLICATION OF THE SOCIETY FOR COMMUNITY RESEARCH AND ACTION Fall 2010 Division 27 of the American Psychological Association Vol. 43 No. 4 From the President in constructing and assessing our seek their feedback on the actual and Patricia O’Connor interventions, Ed Seidman’s Sarason potential value of SCRA. We can then Sage Colleges, Award Lecture on the elaborations of use those perceptions as the basis for Troy, New York his social regularities work, and Mark re-examining how we see and how we Aber’s presidential address on inserting project ourselves. A third strategy will trust into our understanding of and be to pair with like-minded divisions Setting involvement in interventions.
    [Show full text]
  • The General Psychologist
    American Psychology Association (APA) Society for General Psychology - Division 1 The General Psychologist American Psychology Association (APA) Society for General Psychology Volume 49, Issue 1 October 1st, 2014 Inside this issue Fifty years later: What have we President’s Column .................... 3 Incoming Board Members .......... 5 learnt from the Report from Program Chair ........ 9 1964 Kitty Geno- Origins of Division 1.................... 10 vese tragedy? 2014 Awards .............................. 15 William James Lecture ................ 19 What is the moral legacy of the Catherine "Kitty" 2014 Conference Highlights ...... 22 Genovese murder, 50 2014 Program Sessions .............. 27 years later? It was back 2014 Conversation Hour............. 29 on March 13, 1964 at 3 am that petite 28-year-old Kitty repeatedly In Memoriam: Rivka B. Meir ...... 31 screamed for her life when she was brutally attacked on her way APA Council Report .................... 33 home, but none of the reported 38 neighbors who heard Kitty's screams so much as phoned the police, as the psychopath brutally sliced Kitty to death in two attacks over an excruciating half-hour. Special points of interest The neighbors' inaction was so inexplicable that New York Times Edi- tor A.M. Rosenthal was moved to write his classic book, Thirty-eight Becoming a Member (p. 8) witnesses, which transformed Kitty's tragedy from an unreported Becoming a Fellow (p. 13) incident to a front-page headline around the world--that still impacts Award Coordinator’s Report (p. our society a half-century later. 14) Trivia quiz! (p. 18) In his book, Rosenthal asked a series of behavioral scientists to explain why people do or do not help a victim and, sadly, he found none could offer an evidence-based answer.
    [Show full text]
  • The General Psychologist
    A Publication of the Society WILLIAM JAMES BOOK AWARD for General Psychology Division One The Blank Slate of the American Psychological Association by Steven Pinker, Harvard University INSIDE THIS ISSUE Steven Pinker is the Johnstone Family Professor in the Department of Psychology at de Waal: The Most Bipolar Ape Harvard University. For his book, The Blank Slate: The Modern Denial of Human Na- ..........................9 ture, the Society for General Psychology awarded Dr. Pinker the William James Book Award for 2003. The following essay, based on his invited address at the 2005 APA con- Koltko-Rivera: Worldviews vention, draws on material in the book. .........................11 Sternberg: Still Hope of Unity .........................15 uman nature is a topic of perennial interest, because every- Bitterman: Conditioning one has a theory of human nature. All of us have to anticipate ........................16 Hhow people will react to their surroundings, and that means that we all need theories, implicit or explicit, about what makes Mentoring people tick. .........................17 So much depends on our theory of human nature. In our private lives we use it to win friends and influence people, to manage our A Word from Our President relationships, to bring up our children, to control our own behavior. .........................18 Its assumptions about learning guide our policies in education; its Steven Pinker 2006 Convention Program assumptions about motivation guide our policies in law and poli- .........................19 tics. And because the theory of human nature delineates what we can achieve easily, what we can achieve only with effort and sacrifice, and what we cannot achieve at all, it’s tied to Announcements our values: what we think we can reasonably strive for as individuals and as a society.
    [Show full text]
  • Mid-Twentieth Century Science, Psychology, and the New York Times
    Wesleyan University The Honors College who Paid the Piper: Mid-Twentieth Century Science, Psychology, and the New York Times by Lindsay Zelson Class of 2019 A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors in History Middletown, Connecticut April, 2019 Table of Contents Acknowledgements ………………………………………………………………………………………………..ii Author’s Note…………………………………………………………………………………………………………iii Archives Consulted………………………………………………………………………………………………….v Introduction ………………………………………………………………………………………………………….1 Chapter 1: 1950s…………………………………………………………………………………………………….21 Pulling Back the Curtains on Science News Production and Psychologists’ View of Public Relations Science Journalism in the Early Twentieth Century…………………………………….25 Sputnik Spurs Intrigue………………………………………………………………………………..27 New York Times Science and Science at Large in 1958…………………………………..34 Psychology and “Behavioral Sciences” in the Early 1950s……………………………51 Psychology, Press, and Public Relations in Wartime…………………………………..57 Roger W. Russell (1958) on Psychology and Government……………………………67 Chapter 2: 1960s……………………………………………………………………………………………………73 “The Manhattan Project of Social Sciences”? What is Out There? Efforts to Understand the Public Faces of Science and Psychology…………………………………………………………………………………………..76 Awards, Accessibility?, and Staffing: Early-Decade Newsroom Commotion………………………………………………………………………………………………..82 Meanwhile, Planning Global Ideological Warfare………………………………………87 Editors
    [Show full text]
  • Brand the G Factor
    The g Factor General Intelligence and its Implications Christopher BRAND Chap. Chap. Chap. Previous Contents Preface Introduction Chap. I Epilogue Next II III IV Conditions of Use Table of Contents Conditions of use : Everyone can download and/or read the book at no cost under the following conditions : ● The book can't be reproduced neither distributed by any means except for personnal sholarly use ● You accept that downloading and/or reading the book involves NO challenge to the copyright status as intellectual property of the original book ● You acknowledge than some errors may have occur during the conversion of the book to HTML format Table of Contents ❍ Conditions of use ❍ Table Of Contents ❍ About the Author ❍ Foreword to the Precedent Edition ❍ Preface to this version ❍ Preface ❍ Introduction ❍ Chap. I : Unity in Diversity: The Correlations between Mental Tests ❍ Chap. II : Difference in Development: The Psychological Bases of g Differences ❍ Chap.III : Nature in Nurture: The Developmental Origins of g Differences ❍ Chap.IV : Intelligence in Society: The Practical Importance of g Differences ❍ Epilogue : "Lost! Our Intelligence? Why?" ❍ Bibliography ❍ Index Chap. Chap. Chap. Previous Contents Preface Introduction Chap. I Epilogue Next II III IV The g Factor Christopher BRAND - www.douance.org/qi/brandtgf.htm - NO REDISTRIBUTION ALLOWED The g Factor General Intelligence and its Implications Christopher BRAND Chap. Chap. Chap. Previous Contents Preface Introduction Chap. I Epilogue Next II III IV Preface of this version Presentation In the Spring of 1996, a new book about intelligence and education, THE g FACTOR, created shock waves in Britain by tracing educational failure largely to genetic deficiency in mental speed.
    [Show full text]