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Journal articles on the topic 'Psychology of'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Edwards, Derek, and Jerzy Stachowiak. "Psychologia dyskursowa." Przegląd Socjologiczny 72, no. 2 (June 15, 2023): 17–42. http://dx.doi.org/10.26485/ps/2023/72.2/2.

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Tłumaczenie tekstu: Derek Edwards. 2005. Discursive Psychology. In: Handbook of language and social interaction, K.L. Fitch, R.E. Sanders (eds.), 257–273. Mahwah: Erlbaum. Psychologia dyskursowa jest jednym z nurtów w analizie dyskurs. Zajmuje się ona przede wszystkim rozmowami potocznymi, analizą interakcji, ale także badaniem materiałów tekstowych. W artykule omówione zostają trzy zasadnicze wątki charakterystyczne dla psychologii dyskursowej: (1) reokreślenie i krytyka tematów psychologicznych, (2) badania nad leksykonem psychologicznym oraz (3) analizy praktyk kierowania sprawami psychologicznymi w dyskursie i poprzez dyskurs. Wymienione kierunki prac badawczych zostają przedstawione na przykładach zaczerpniętych między innymi z przesłuchań policyjnych, rozmów telefonicznych, terapii małżeńskich czy prasy. Z jednej strony artykuł pokazuje, jaki psychologia dyskursowa może wnieść wkład do analiz mówienia i tekstu. Z drugiej zaś strony artykuł umieszcza psychologię dyskursową na tle szerszej tradycji badawczej obejmującej także analizę konwersacyjną, etnometodologię, społeczne studia nad nauką i badania retoryczne.

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2

Sieradzan, Jacek. "Psychologization of Buddhism: Chance or danger?" Podstawy Edukacji 9 (2016): 65–80. http://dx.doi.org/10.16926/pe.2016.09.04.

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3

Janabaevna, Kokkozova Janar. "GENERAL PSYCHOLOGY AND PERSONALITY PSYCHOLOGY." International Journal of Advance Scientific Research 4, no. 3 (March 1, 2024): 156–59. http://dx.doi.org/10.37547/ijasr-04-03-28.

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Utilizing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews from a diverse sample of 200 adolescents aged 13-18. The analysis focuses on patterns of social media use, self-perception, and peer influence. Findingsindicate that extensive use of social networks correlates with heightened self-awareness and social comparison, which in turn affect self-esteem and identity formation.

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4

Modzelewska, Marlena. "Does Pop Psychology Teach Psychology? Psychological Knowledge among Students of Secondary Schools." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 1 (June 13, 2023): 149–78. http://dx.doi.org/10.17951/j.2023.36.1.149-178.

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Pop psychology is a phenomenon that evokes extreme emotions. Myths that work to the detriment of the recipients get into the general consciousness. Of course, there are also valuable items that have the hallmarks of pop psychology. Therefore, the ability to think critically and search for reliable knowledge is important. Can students do it? They receive relatively little psychological education in schools, so if they want to learn something in this matter, they must use the knowledge available outside traditional education. In order to determine the psychological knowledge of adolescents, a CAWI quantitative study was conducted using the Qualtrics tool on a sample of 204 secondary school students. The main research problem is: What is the state of knowledge of secondary school students? Research questions: How much psychological knowledge do secondary school students have? From which source(s) do students mainly obtain psychological knowledge? Do secondary school students agree with the statement that psychological knowledge is useful in their lives? The study shows that students’ knowledge is at a relatively good level (the average value of the indicator on a scale of 1–3 was 1.94). The most frequently chosen terms to define are: phobia, anorexia, depression, narcissism, empathy. In turn, the concepts with the highest declared level of knowledge are: depression, manipulation, phobia, positive thinking, sexual orientation. The vast majority of students (91%) see the usefulness of psychological knowledge in their lives. They obtain it mainly from the Internet (71% from websites, 69% from social media), and much less often from school (29%). The school has the opportunity to equip students with reliable psychological knowledge during one of the most important (from the point of view of human development) periods in lives. Therefore, it is worth taking systemic actions that will enable students to navigate the world efficiently and understand themselves as best as possible.

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5

Vogel, Ladislaus Z. "Emotions Psychologie (The Psychology of Emotions)." International Journal of Group Psychotherapy 38, no. 3 (July 1988): 410–11. http://dx.doi.org/10.1080/00207284.1988.11491128.

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6

Smedslund, Jan. "Psychologic: A Technical Language for Psychology." Psychological Inquiry 2, no. 4 (October 1991): 376–82. http://dx.doi.org/10.1207/s15327965pli0204_15.

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7

Carr, Christopher M. "Sport Psychology: Psychologic Issues and Applications." Physical Medicine and Rehabilitation Clinics of North America 17, no. 3 (August 2006): 519–35. http://dx.doi.org/10.1016/j.pmr.2006.05.007.

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8

Krivohlavy, Jaro. "REVIEW: "Psychologie nábozenství (Psychology of Religion)"." International Journal for the Psychology of Religion 13, no. 3 (July 2003): 221–22. http://dx.doi.org/10.1207/s15327582ijpr1303_06.

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9

Lee, Christina, and Neville Owen. "Behavioural Sport Psychology." Behaviour Change 3, no. 2 (June 1986): 79–80. http://dx.doi.org/10.1017/s0813483900009207.

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The strong media and public interest in sport psychology has had the unfortunate effect of publicising its sensational aspects, rather than its scientific and professional substance. The articles in this issue of Behaviour Change show that sport psychology does have strong connections with the mainstream of scientific and professional psychology, and that sporting settings provide a substantial and stimulating focus for a behavioural approach. Sport psychology's subject matter has overlaps with clinical psychology and with behavioural health care, there is a large and growing research literature, and issues of accountability and quality control have received considerable attention.

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10

Williams, Richard N. "The Pseudofundamental in Psychology: Psychologic and Psychologism." Psychological Inquiry 2, no. 4 (October 1991): 371–74. http://dx.doi.org/10.1207/s15327965pli0204_13.

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11

Goghari, Vina M. "Publishing excellence in Canadian Psychology/Psychologie Canadienne." Canadian Psychology/Psychologie canadienne 60, no. 1 (February 2019): 1–2. http://dx.doi.org/10.1037/cap0000174.

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12

Solity, Jonathan. "Psychology, Teachers and the Early Years Psychologie." International Journal of Early Years Education 3, no. 1 (March 1995): 5–23. http://dx.doi.org/10.1080/0966976950030102.

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13

Linley, P. Alex. "Counseling Psychology's Positive Psychological Agenda: A Model for Integration and Inspiration." Counseling Psychologist 34, no. 2 (March 2006): 313–22. http://dx.doi.org/10.1177/0011000005284393.

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Each of the Major Contribution's articles has traced counseling psychology's rich positive heritage. This reaction assesses this heritage in relation to positive psychology and considers the fundamental question of “To whose agenda are we working?” as psychological practitioners, locating the answer within the impact it has on our practice. The reaction then raises some questions prompted in part by counseling psychology's heritage of strength-based approaches and in part by the positive psychological initiative for developing a classification of strengths and virtues. It suggests that a deeper and fuller understanding of a strengths psychology is a key foundation for effective strength-based practice and calls for closer collaboration among counseling psychology, vocational psychology, and positive psychology in bringing to fruition a psychology of strengths and optimal human functioning.

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14

Giorgi, Amedeo. "Th e origins of The journal of Phenomenological Psychology and Some Difficulties in Introducing Phenomenology Into Scientific Psychology." Journal of Phenomenological Psychology 29, no. 2 (1998): 161–76. http://dx.doi.org/10.1163/156916298x00076.

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AbstractA description of the founding of the Journal of Phenomenological Psychology and some of its vicissitudes during its first 25 years are described. Some of the difficulties the journal experienced are correlated with the minority status of phenomenological psychology in the world of psychology at large. Several factors are hypothesized to be the basis of Phenomenology's little impact on mainstream psychology: intrinsic difficulties in comprehending phenomenological philosophy, the fact that phenomenological psychology has not yet sufficiently diflerentiated itself from phenomenological philosophy; and mainstream psychology's clear non-openness to approaches that seem different to its established values.

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15

Horkheimer, Max. "History and Psychology (1932)." Sententiae 39, no. 2 (December 29, 2020): 139–69. http://dx.doi.org/10.31649/sent39.02.139.

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The first Ukrainian translation of Max Horkheimer's article "History and Psychology" (Geschichte und Psychologie, 1932), made by Vitaly Bryzhnik under the scientific and literary editorship of Ivan Ivashchenko.

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16

Brindley, Erica. "Music, Cosmos, and the Development of Psychology in Early China." T'oung Pao 92, no. 1 (2006): 1–49. http://dx.doi.org/10.1163/156853206778553180.

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AbstractMusic plays an important role in the development of discourses on the body, and, in particular, on psychology. From the received and excavated textual record dating to the 4th and 3rd centuries B.C. we gain insights into the emergence of an elaborate logos of the psyche, or "psychology," as such a psychology relates to the cosmos. The article explores two orientations on the role of music in psychology. The first and earlier orientation outlines what the author terms a "psychology of influence," which provides a rationale for the beneficial effects of good music in self-cultivation and social order. The second and later orientation outlines what the author calls a "psychology of cosmic attunement," which identifies music with the harmony of the cosmos and speaks of sages who attune themselves to it. Through a close examination of these two perspectives on music, the article delineates how a triangular relationship among music, cosmos, and psyche develops in early China, essentially forming a new paradigm within which human relationship to music and cosmic order is understood. La musique joue un rôle important dans le développement des discours sur le corps, en particulier sur la psychologie. Grâce aux textes reçus ou exhumés datant des 3e et 4e siècles avant notre ère, il est possible d'obtenir des aperçus sur l'émergence d'un logos élaboré sur la psyché, soit une "psychologie", dans la mesure où cette psychologie est en relation avec le cosmos. L'article explore deux orientations dans le rôle de la musique en psychologie. La première, plus ancienne, décrit ce que l'auteur appelle une "psychologie de l'influence", qui fournit une explication aux effets bénéfiques de la "bonne" musique sur la culture de soi et sur l'ordre social. La seconde orientation, plus récente, décrit ce que l'auteur appelle une "psychologie de l'harmonisation cosmique", qui identifie la musique avec l'harmonie du cosmos et évoque les sages qui s'accordent sur elle. En examinant de près ces deux perspectives sur la musique, l'article suggère la façon dont une relation triangulaire entre la musique, le cosmos et la psyché s'est développée dans la Chine ancienne, formant essentiellement un nouveau paradigme à l'intérieur duquel comprendre la relation de l'homme à la musique et à l'ordre cosmique.

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17

Ravshanovich, Qurbonov Davlat, and Qurbonova Aziza Davlat Qizi. "VICTIM PSYCHOLOGY." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 204–6. http://dx.doi.org/10.55640/eijmrms-02-05-39.

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Following the Republic of Uzbekistan's socioeconomic independence, dramatic changes in society occurred. Despite the fact that this time in the personality society was brief, it opened the ground for a major transition in the Republic's social, political, and psychological existence. In this regard, research into the psychology of the victim as a result of violations in the country's life was also undertaken.

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18

Al-Shawaf, Laith, and David Buss. "Evolutionary psychology and Bayesian modeling." Behavioral and Brain Sciences 34, no. 4 (August 2011): 188–89. http://dx.doi.org/10.1017/s0140525x11000173.

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AbstractThe target article provides important theoretical contributions to psychology and Bayesian modeling. Despite the article's excellent points, we suggest that it succumbs to a few misconceptions about evolutionary psychology (EP). These include a mischaracterization of evolutionary psychology's approach to optimality; failure to appreciate the centrality of mechanism in EP; and an incorrect depiction of hypothesis testing. An accurate characterization of EP offers more promise for successful integration with Bayesian modeling.

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19

Mareš, Jiří. "Školní psycholog jako výzkumník: zamyšlení nad možnostmi." Pedagogická orientace 26, no. 1 (April 2, 2016): 5–23. http://dx.doi.org/10.5817/pedor2016-1-5.

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Přehledová studie v první části konstatuje, že školní psychologové na celém světě mají v náplni práce nejen poskytovat psychologické služby žákům, učitelům a rodičům, ale také se aktivně zapojovat do výzkumu. Druhá část předkládá novou typologii školních psychologů: (1) ti, co působí na vysokých školách; (2) ti, co současně působí jak na vysoké škole, tak v terénu; (3) ti, co se připravují na dráhu školního psychologa jak na vysoké škole, tak v terénu; (4) ti, co působí jen v terénu. Třetí část studie upozorňuje, že zrušením rezortního ústavu, který se zabýval školním poradenstvím, se zredukovala výzkumná základna školní psychologie. Izolované snahy učitelů na katedrách psychologie českých vysokých škol nemohou tento deficit nahradit. Čtvrtá část se věnuje zájemcům, kteří se teprve připravují na profesi školního psychologa. Jejich pregraduální nebo postgraduální příprava končí mj. obhajobou kvalifikační práce. Studie porovnává témata obhájených kvalifikačních prací v ČR s tématy v USA a upozorňuje na témata, která jsou u nás opomíjena. Pátá část si všímá školních psychologů, kteří již působí na základních a středních školách. S oporou o koncepci S. Štecha uvádí čtyři základní typy výzkumných činností, které mohou školní psychologové ve škole realizovat. Závěr studie zní: školní psychologie u nás vstupuje do nové vývojové etapy, v níž je třeba posílit roli školního psychologa jako badatele školy. Bude to výhodné jak pro obor samotný, tak pro české školství.

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20

Buskist, William, Janet F. Carlson, Andrew N. Christopher, Loreto Prieto, and Randolph A. Smith. "Models and Exemplars of Scholarship in the Teaching of Psychology." Teaching of Psychology 35, no. 4 (October 2008): 267–77. http://dx.doi.org/10.1080/00986280802373908.

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This article provides ideas for engaging in the scholarship of teaching in psychology. Topics covered include contributing to the Society for the Teaching of Psychology's Office of Teaching Resources in Psychology and Teaching of Psychology. Writing and editing books also constitute scholarly work. Finally, teaching with intentionality and accountability can be productive in leading to scholarship opportunities. By providing models and exemplars of scholarship in the teaching of psychology, we hope to encourage more teachers to engage in such activities.

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21

Norcross, John C., and Thomas J. Tomcho. "Great Books in Psychology: Three Studies in Search of a Consensus." Teaching of Psychology 21, no. 2 (April 1994): 86–90. http://dx.doi.org/10.1207/s15328023top2102_5.

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Three studies were conducted to determine a consensual list of psychology's great books. In the first study, 39 colleges described the composition of their undergraduate Great Books (GBs) curricula. Fifty-six percent of the 39 colleges assigned some psychology-related materials, but these materials accounted for only 4% of all readings. In the second study, 186 psychologists nominated 463 books as psychology's GBs. In the third study, 83 APA division presidents and 117 Division Two fellows rated the books and authors most frequently nominated in the second study in terms of those that undergraduate psychology majors should read. Books achieving the highest ratings were James's Principles of Psychology, Hall and Lindzey's Theories of Personality, Skinner's Beyond Freedom and Dignity, Darwin's On the Origin of Species, and Boring's History of Experimental Psychology. Top rated authors were Skinner, Freud, James, Piaget, Rogers, Darwin, Bandura, G. Allport, and Erikson.

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22

Lopez, Shane J., and Jeana L. Magyar-Moe. "A Positive Psychology That Matters." Counseling Psychologist 34, no. 2 (March 2006): 323–30. http://dx.doi.org/10.1177/0011000005284392.

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The Major Contribution intended to situate positive psychology in counseling psychology's past and future and in the complex world we live and work in today. The four reactions (Frazier, Lee,& Steger; Gerstein; Linley; Mollen, Ethington,& Ridley) provide new insights into how counseling psychology has and will contribute to the study of human strengths and positive outcomes. In this rejoinder, the authors attempt to build on their colleagues'ideas and call for socially significant strength-based research and practice. A “positive psychology that matters” will address societal problems and will potentially help people capitalize on their strengths and lead more satisfying and meaningful lives.

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23

Smedslund, Jan. "From Hypothesis-Testing Psychology to Procedure-Testing Psychologic." Review of General Psychology 6, no. 1 (March 2002): 51–72. http://dx.doi.org/10.1037/1089-2680.6.1.51.

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Psychologists do not analyze the conceptual relations between their independent and dependent variables. Hence, they fail to recognize that the plausibility of their hypotheses stems from the conceptual relatedness of the variables. The outcome is research that appears to test hypotheses but really tests only procedures, because the hypotheses involve conceptually related variables and are necessarily true. Domains in which this has been demonstrated are discussed. Psychologic is an axiomatic system intended to formulate the psychologically relevant conceptual relationships embedded in language and is an instrument for describing, explaining, predicting, and controlling intrapersonal and interpersonal processes.

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Hunsley, John, and Luc G. Pelletier. "Canadian Psychology/Psychologie canadienne: The next four years." Canadian Psychology/Psychologie canadienne 48, no. 1 (2007): 1–3. http://dx.doi.org/10.1037/cp200700.

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Hunsley, John, and Luc G. Pelletier. "Canadian Psychology/Psychologie canadienne: Les quatre prochaines années." Canadian Psychology/Psychologie canadienne 48, no. 1 (2007): 4–6. http://dx.doi.org/10.1037/cp2007002.

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26

Holling, Heinz, and Edgar Erdfelder. "The New Zeitschrift für Psychologie / Journal of Psychology." Zeitschrift für Psychologie / Journal of Psychology 215, no. 1 (January 2007): 1–3. http://dx.doi.org/10.1027/0044-3409.215.1.1.

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27

Brock, Adrian C. "Psychologie in der DDR [Psychology in the GDR]." Journal of the History of the Behavioral Sciences 42, no. 4 (2006): 399–400. http://dx.doi.org/10.1002/jhbs.20193.

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28

Błaszczyk, Marek. "Psychology of personal development." Świat i Słowo 37, no. 2 (October 4, 2021): 325–40. http://dx.doi.org/10.5604/01.3001.0015.6081.

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The paper presents a critical approach to Psychologia zmiany. Najskuteczniejsze narzędzia pracy z ludzkimi emocjami, zachowaniami i myśleniem by Mateusz Grzesiak (Wydawnictwo Helion, Gliwice 2017). It discusses the main theses presented in the dissertation and invites to reflection on psychology of personal development.

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29

Saefudin, Iing. "Corruption in Perspective of Social Psychology and Psychology Cognitive Theory." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5379–86. http://dx.doi.org/10.37200/ijpr/v24i4/pr201634.

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30

Nell, Victor. "The Case for an Independent Licensing Board for Psychology." South African Journal of Psychology 22, no. 4 (December 1992): 228–39. http://dx.doi.org/10.1177/008124639202200407.

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Medicine and psychology are constrained to collaborate with one another in their common human service enterprise, but are methodologically separated by psychology's loquacity, its dependence on words, and the silence of the medical gaze, its wordlessness. If psychology is co-opted by the politically more powerful medical profession, it cannot attain its full human welfare potential. Its professional development is stunted, it is subordinated to psychiatry in mental health settings, and prevented from communicating effectively with its clients by the imposition of information giving constraints appropriate to medicine but alien to psychology. In this paper the author argues that in South Africa there cannot be a liberatory psychology until there is an autonomous psychology, governed by a statutorily independent licensing board.

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Dutke, Stephan, Helen Bakker, Lenka Sokolová, Iva Stuchlikova, Sergio Salvatore, and Ioulia Papageorgi. "Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs." Psychology Learning & Teaching 18, no. 2 (November 14, 2018): 111–20. http://dx.doi.org/10.1177/1475725718810929.

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This paper argues that teaching psychology for non-psychologists influences psychology's public image and the basis of collaboration between psychologists and non-psychologists. Therefore, designing psychology curricula for non-psychology students and professionals is an important task of psychology departments that deserves attention. For guiding the design process, we propose considering five criteria. Curricula for non-psychologists should be (a) specific to the profession of the target group, (b) specific to the needs and (c) work processes of the target group and (d) limited to the professional field of the target group. Although psychology curricula for non-psychology students need to be limited regarding its breadth, they should (e) maintain the depth and multi-perspectivity required for understanding psychological phenomena. Discussing these criteria should help raise awareness for the role of teaching psychology to students of academic disciplines and professions other than psychology.

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Hill, Peter C. "Living on the Boundary: Scriptural Authority and Psychology." Journal of Psychology and Theology 33, no. 2 (June 2005): 98–112. http://dx.doi.org/10.1177/009164710503300203.

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For Christian psychologists to move from their marginalized position with mainstream psychology, they must be able to substantively demonstrate the unique insights that the integration of psychology with Christian theology offers to the discipline. To do this, Christian psychologists must be able to show, not just claim, the authority of Scripture by demonstrating its explanatory power on psychology's terms. Three factors in psychology's new zeitgeist provide both opportunities and challenges to demonstrating Scriptural authority: a growing cultural interest in spirituality, postmodernism, and novel approaches to cognitive science. Cognitive-Experiential Self Theory (CEST) is provided as a concrete example where Christian thinking provides greater understanding of an emerging psychological theory, thus demonstrating explanatory power and providing Scripture a more authoritative position.

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Richards, Graham. "The Psychology of Psychology." Theory & Psychology 12, no. 1 (February 2002): 7–36. http://dx.doi.org/10.1177/0959354302121002.

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Monsor, B. "Psychology and Social Psychology." Social Work Research and Abstracts 21, no. 4 (December 1, 1985): 82–83. http://dx.doi.org/10.1093/swra/21.4.82.

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35

Bošnjak, Michael, Nadine Wedderhoff, and Holger Steinmetz. "Hotspots in Psychology – 2021 Edition." Zeitschrift für Psychologie 229, no. 1 (January 2021): 1–2. http://dx.doi.org/10.1027/2151-2604/a000438.

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Abstract. This editorial briefly introduces the six articles included in the fifth “Hotspots in Psychology” of the Zeitschrift für Psychologie. The format is devoted to systematic reviews and meta-analyses in research-active fields that have generated a considerable number of primary studies. The common denominator of published papers is the application of research synthesis approaches and not a specific psychological topic or theme that all articles have to address. Moreover, methodological advances in research synthesis methods relevant to any subfield of psychology are being addressed. To foster the open science philosophy, all papers present comprehensive supplemental material via PsychArchives ( www.psycharchives.org ).

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Bošnjak, Michael, and Nadine Wedderhoff. "Hotspots in Psychology – 2020 Edition." Zeitschrift für Psychologie 228, no. 1 (March 2020): 1–2. http://dx.doi.org/10.1027/2151-2604/a000398.

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Abstract. This editorial gives a brief introduction to the six articles included in the fourth “Hotspots in Psychology” of the Zeitschrift für Psychologie. The format is devoted to systematic reviews and meta-analyses in research-active fields that have generated a considerable number of primary studies. The common denominator is the research synthesis nature of the included articles, and not a specific psychological topic or theme that all articles have to address. Moreover, methodological advances in research synthesis methods relevant for any subfield of psychology are being addressed. Comprehensive supplemental material to the articles can be found in PsychArchives ( https://www.psycharchives.org ).

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37

Goghari, Vina M. "Update on publishing excellence in Canadian Psychology/Psychologie canadienne." Canadian Psychology/Psychologie canadienne 62, no. 1 (February 2021): 1–4. http://dx.doi.org/10.1037/cap0000280.

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38

Smedslund, Jan. "The Pseudoempirical in Psychology and the Case for Psychologic." Psychological Inquiry 2, no. 4 (October 1991): 325–38. http://dx.doi.org/10.1207/s15327965pli0204_1.

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39

Sulavikova, Blanka. "Maria Machalova. Psychologia vo vzdelavani dospelych (Adult Education Psychology)." Human Affairs 16, no. 1 (June 1, 2006): 99–102. http://dx.doi.org/10.1515/humaff-2006-160109.

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40

Igarashi, Yasuhiro, Michiko Tsuge, Tin Tin Htun, Takehiko Ito, and Yasuhiro Omi. "Possibilities of Critical Psychology in Japan: Theoretical Psychology, LGBT Psychology, Psychology of Ethnic Minorities, and Peace Psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): SS—024—SS—024. http://dx.doi.org/10.4992/pacjpa.79.0_ss-024.

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Lott, Bernice. "Social Psychology: Humanist Roots and Feminist Future." Psychology of Women Quarterly 15, no. 4 (December 1991): 505–19. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00426.x.

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The central theme of this article is that a feminist perspective is not only compatible with the history, objectives, and emphases of social psychology, but necessary for its continued vitality. In view of social psychology's humanist roots and its “nurturist” and “social optimist” tenets, it is not surprising that feminist scholarship has flourished within it. Situational factors and group membership—the focus of social psychological inquiry—are also key to understanding how culture constructs gender, a central issue in the feminist agenda. Some of the important women in the early decades of American psychology are claimed as foremothers of social psychology and as feminist voices, and the feminist perspective is defined and identified in terms of its major interrelated themes. The influence of feminist scholarship on contemporary social psychology is illustrated, and it is argued that a feminist perspective will become increasingly more visible.

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Hanges, Paul J., Charles A. Scherbaum, Harold W. Goldstein, Rachel Ryan, and Kenneth P. Yusko. "I–O Psychology and Intelligence: A Starting Point Established." Industrial and Organizational Psychology 5, no. 2 (June 2012): 189–95. http://dx.doi.org/10.1111/j.1754-9434.2012.01430.x.

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The goal of our focal article was to initiate a conversation on how I–O psychology can reengage in research on intelligence. We are encouraged by the ways in which the commentators have furthered this conversation. We discuss 4 overarching themes in the set of commentaries: the extent that I–O psychology is contributing to the intelligence field, outsiders' impressions of I–O psychology's contributions to intelligence research, ways I–O psychology can contribute to intelligence research, and ideas about what prevents us from doing this research. We hope this collection of articles serves to truly ignite research by our field on this critical construct.

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Zuhaery, Muhammad, and Badrudin Badrudin. "Enhancing Boarding School Management through Organizational Psychology Education." Al-Tanzim: Jurnal Manajemen Pendidikan Islam 7, no. 3 (September 18, 2023): 1051–63. http://dx.doi.org/10.33650/al-tanzim.v7i3.5944.

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This research aims to analyze organizational psychology's role in managing Islamic boarding schools. This qualitative research identifies organizational psychology's role in Islamic boarding school management by exploring several critical psychological aspects. The data sources used are primary data sources and secondary data sources. The data collection techniques are through interviews, observation, and documentation. Data analysis was done through data reduction, display, and conclusion. The results of the research are that the role of organizational psychology in the management of the Pesantren Al-Iman Muntilan, namely increasing student motivation and teacher performance, assisting in effective classroom management, increasing student involvement and participation, improving student and teacher welfare, helping leadership effectiveness, conflict management, and effective communication. By applying organizational psychology principles, Islamic boarding schools can improve the quality of the education they offer. This will positively impact students' achievements and the reputation of Islamic boarding schools as superior educational institutions.

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Tybur, Joshua M., Angela D. Bryan, and Ann E. Caldwell Hooper. "An Evolutionary Perspective on Health Psychology: New Approaches and Applications." Evolutionary Psychology 10, no. 5 (December 1, 2012): 147470491201000. http://dx.doi.org/10.1177/147470491201000508.

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Although health psychologists' efforts to understand and promote health are most effective when guided by theory, health psychology has not taken full advantage of theoretical insights provided by evolutionary psychology. Here, we argue that evolutionary perspectives can fruitfully inform strategies for addressing some of the challenges facing health psychologists. Evolutionary psychology's emphasis on modular, functionally specialized psychological systems can inform approaches to understanding the myriad behaviors grouped under the umbrella of “health,” as can theoretical perspectives used by evolutionary anthropologists, biologists, and psychologists (e.g., Life History Theory). We detail some early investigations into evolutionary health psychology, and we provide suggestions for directions for future research.

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Nicholson, Ian. "From the Kingdom of God to the Beloved Community, 1920–1930: Psychology and the Social Gospel in the Work of Goodwin Watson & Carl Rogers." Journal of Psychology and Theology 22, no. 3 (September 1994): 196–206. http://dx.doi.org/10.1177/009164719402200305.

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This article examines the relationship between psychology and religion in the 1920s through a consideration of the careers of Goodwin Watson and Carl Rogers. Both men began their professional lives in the ministry but later switched to psychology. Their decision to go into psychology and their subsequent research program is discussed in relation to the religious and social context of the early 20th century. For Watson and Rogers, psychology was not an abandonment of religious ideals but an assimilation of religion into a scientific framework. Their experience suggests that psychology's growth in the 1920s is partly attributable to the perception that the field could bring certain religious ideals to fruition.

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Craig, A. P. "Psychology's Subject." South African Journal of Psychology 25, no. 4 (December 1995): 236–43. http://dx.doi.org/10.1177/008124639502500406.

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In this article the author aims to highlight or spotlight psychology's subject, that is, who (or perhaps even what) psychology purports to inquire about. I will show how the milestones in modern psychological thinking constitute psychology's subject and note the absence of the lived-body and our historicity in theories of the person.

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Cox, Brian D. "Students’ Basic Philosophical Assumptions in History of Psychology: A Measure and Teaching Tool." Teaching of Psychology 24, no. 1 (February 1997): 39–41. http://dx.doi.org/10.1177/009862839702400110.

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Many psychology students initially have difficulty with the philosophical character of the typical history of psychology course. One way to introduce students to psychology's philosophical roots is to survey their assumptions on the nature of mind, emotion, and behavior. This article describes and gives examples of a 50-item Likert-scale questionnaire concerning the positions of many philosophers, biologists, and psychologists that are typically covered in the class. This article also presents data from three history of psychology classes and suggestions for using the measure as a teaching tool.

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Wachtel, Paul L. "Political Psychology and Economic Psychology." Political Psychology 12, no. 4 (December 1991): 747. http://dx.doi.org/10.2307/3791555.

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Mesoudi, Alex. "Evolutionary Psychology Meets Cultural Psychology." Journal of Evolutionary Psychology 9, no. 1 (March 2011): 83–87. http://dx.doi.org/10.1556/jep.9.2011.17.1.

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Tucker, Carolyn M. "Counseling Psychology and Health Psychology." Counseling Psychologist 19, no. 3 (July 1991): 387–91. http://dx.doi.org/10.1177/0011000091193007.

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