American Psychologist最新文献

Memorializes Arthur (Andy) M. Horne (1942-2024), esteemed counseling psychologist, lauded for his contributions to group counseling, bullying prevention, violence reduction, and prevention. Andy served the University of Georgia in the Department of Counseling and Human Development Services from 1989 to 2012 as training director, department chair, distinguished research professor, and dean (2008-2012). Prior, he was a professor for 18 years at Indiana State University (1971-1989), received his PhD in counseling and educational psychology from Southern Illinois University (1971), a post-master's in counseling from Miami University (1969), a masters of education (counseling) from the University of Florida (1967), and a bachelor's degree in English/journalism from the University of Florida (1965). A prolific researcher, Dr. Horne's scholarship focused on the prevention of bullying and violence in schools. His advocacy for prevention was legendary. Dogged persistence and collaboration led to the adoption by APA of the seminal Prevention Guidelines and led to the creation of the Journal of Prevention and Health Promotion, two significant prevention triumphs. Andy's work earned him broad recognition. His devotion to his family--his wife of nearly 60 years, Gayle; his two children, Sharon and Kevin; a brother, Charles; and four grandchildren (Lucy, Natalia, Eden, and Joshua) enriched his life. He enjoyed nature, hiking, and international traveling. Andy Horne's legacy will endure through his accomplishments and the thousands of lives he touched. He will be remembered and appreciated for his intellectual contributions and will be deeply loved because of his empathy, integrity, humanity, and gratitude for life. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Memorializes Larry L. Jacoby (1944-2024), a pioneering cognitive psychologist, who passed away in Pittsburgh, Pennsylvania, on March 15, 2024. Jacoby earned his undergraduate degree at Washburn University, where he took pride in being a football lineman and met his lifelong partner, Carole. He pursued graduate studies at Southern Illinois University at Carbondale, earning both his MA and PhD under the supervision of Robert Radtke (in 1970). Larry began his academic career at Iowa State before spending nearly 25 years at McMaster University. He later held positions at the University of Utah and New York University, and he served as the David Wechsler chair at the University of Texas at Austin. He concluded his career at Washington University in St. Louis, where he was a faculty member for nearly 2 decades before retiring. Larry was best known for his innovative research on unconscious influences on memory, memory attributions, and the effects of cognitive aging on memory. In the late 1980s, he introduced the "logic of opposition," an innovative method for examining unconscious, automatic processes. This research culminated in the development of the "process dissociation procedure" in 1991, a highly influential method that quantifies the separate contributions of conscious recollection and familiarity-based responses during task performance. His impact extended broadly to fields such as cognitive neuroscience and social, personality, and developmental psychology. Larry's contributions were recognized with numerous accolades, including the William James Fellow Award from the Association for Psychological Science and the Norman Anderson Lifetime Achievement Award from the Society of Experimental Psychologists. His impact on the field continues through the work of his many close colleagues and a generation of researchers he thoughtfully mentored. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Memorializes Allen E. Bergin, a leading pioneer in psychotherapy outcome research and cofounder of the Society of Psychotherapy Research, who died at home in St. George, Utah, on February 15, 2024. Bergin began his university education at Massachusetts Institute of Technology but soon became disenchanted with "tech." He transferred to Reed College in Portland, Oregon, and later to Brigham Young University in Provo, Utah, where he received BA (1956) and MA (1957) degrees in psychology. For his PhD in clinical psychology, Allen studied at Stanford under his beloved mentor Albert Bandura. He took his first academic position at Columbia University at the age of 26. In 1955 at Brigham Young University, he became a member of The Church of Jesus Christ of Latter-day Saints (Mormon), which motivated and informed much of his research and advocacy for integrating spirituality into the mental health professions. Allen earned many awards, including the American Psychological Association's Award for Distinguished Professional Contributions to Knowledge. He published prolifically and is perhaps best known for Bergin and Garfield's Handbook of Psychotherapy and Behavior Change, now in its seventh edition. The 50-year history of the Handbook speaks to its impact on the field and to the original editor's vision of psychotherapy as a science-based endeavor. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

How gender identity is assessed directly shapes how students are supported in elementary schools in the United States. Despite the existence of gender diversity, calls for more inclusive science, and recommendations from national research associations and societies to incorporate and emphasize the voices of individuals with diverse gender identities, most studies exploring gender disparities in education have relied heavily on the assumption of a gender binary. As a result, the omission of diverse gender identities from educational research in the elementary years is troubling. To address this area of need, the current article summarizes the opportunities for and constraints surrounding inclusive evaluation of gender identity in the elementary school years. We begin with a brief review of common methods used to assess gender identities for children in elementary school, including the strengths and limitations of each. We next contextualize these measures by outlining the current state-level barriers to including diverse gender identities in assessments of gender. In highlighting the best available practices and the structural systems of oppression realized through state-level policies that perpetuate an inability to represent student voices across the gender spectrum, we conclude with a call to action to inspire the evolution of best practices in the service of all students. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Eidelson's (2025) commentary misses the point of our article (Walker et al., 2025), which reviews the history of antisemitism within the psychology profession and calls for the American Psychological Association to acknowledge its past and to proactively address the recent rise in antisemitism. Our scholarship is consistent with that of others in the field (e.g., Winston, 2020). We refute some of the commentary's (Eidelson, 2025) specific misinterpretations of statistics we cite and mention recent studies related to the negative psychological impact of antisemitic campus activism on a significant subset of Jewish students. Eidelson's focus on our choice of the International Holocaust Remembrance Alliance definition of antisemitism, his focus on what he thinks of as our failure to condemn Israel, and his mistaken discrediting of the Federal Bureau of Investigation's Uniform Crime Report statistics reported in our article obscure the central goal of the article, thus politicizing the issue rather than furthering scholarship in the area. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Memorializes Norman B. Anderson (1924-2024). Norman B. Anderson was born on October 16, 1955, in Greensboro, North Carolina. He died unexpectedly on March 1, 2024, in Durham, North Carolina, while recovering from knee surgeries. In a life of considerable accomplishments, the readers of this journal will note his 13-year leadership as executive vice president and chief executive officer of the American Psychological Association (APA). From 2003 to 2016, Norman led the APA to its ascendant status among behavioral health professional associations. Norman's approach was to lead with a calm, mindful, humble, and graceful demeanor, which made everyone feel seen and heard. Norman began his career in 1985 as an assistant professor at the Duke School of Medicine and was among the first behavioral scientists to study and write about the role of psychosocial stress in the development of hypertension in African Americans. From 1995 to 2000, Norman served as the founding director of the National Institutes of Health Office of Behavioral and Social Sciences Research. After the National Institutes of Health, Norman briefly served on the faculty of the Harvard School of Public Health. He cultivated a profound interior life but was also engaged as a competitive amateur athlete and actively promoted the social activism exemplified by his heroes-Martin Luther King, Jr., Howard Thurman, and others committed to social justice. Norman sought to integrate the active and contemplative dimensions of human experience. He will be deeply missed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

[Correction Notice: An Erratum for this article was reported online in American Psychologist on Jul 15 2024 (see record 2025-04658-001). In the article, three sentences and a reference were redacted related to proceedings against a university concerning its psychology program because appropriate context was not provided in the article. All versions of this article have been corrected.] This article calls for the American Psychological Association (APA) to proactively include the elimination of antisemitism or prejudice against Jewish people in its current mission to disassemble all forms of racism from its organization as well as society. In this article, Jews (estimated as 2.4% of the population) are defined as a people with a common identity, ethnicity, and religion as they experience prejudice; their intersection in Jewish identity; the history and characteristics of antisemitism and its current manifestation in public life, academic institutions, and psychology. Despite Jews having made major contributions to the development of psychology as a profession, historically through the first half of the 20th century, Jews were systematically discriminated against within the discipline of psychology through quotas for acceptance into graduate training, discriminatory employment practices in university psychology departments, and most egregiously through the espousing of "scientific racism" including eugenics by prominent leaders in the APA. We describe how historically leaders in the APA engaged in overt and covert antisemitism while the APA continues to do little or nothing to combat it. We then offer suggestions for the mitigation and elimination of this form of bias, discrimination, and hate as it once again escalates in society. We recommend that the APA engages in research about antisemitism, its predictors, consequences, and power; evaluates the efficacy of intervention programs; encourages contact with various multicultural minoritized groups; and disseminates knowledge to educate about the psychological effects of antisemitism. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Jerry was born on September 7, 1944, to Doris and Francis Rudmann. He completed his bachelor's degree in psychology at California State University, Fullerton (1967), where a course in statistics forever changed his life. There he met his future wife, Bari. They were married 57 years ago and had three children, Darrell, Brent, and Ashley (Debbie, Kristina, and Adam), and five grandchildren, Oliver, Linus, Allison, Katie, and Lukas. Jerry worked at Irvine Valley Community College for 30 years, beginning as a founding faculty (and the only psychology professor at that time). He won many awards and recognitions. Jerry died on May 16, 2024, from pancreatic cancer. Jerry was exceptional in many ways. He was a staunch advocate for students and faculty at community colleges; he worked on multiple national projects designed to improve undergraduate education; and his thoughtful kindness touched everyone with whom he interacted. His commitment to enhancing all aspects of community college came naturally. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

Reports an error in "The American Psychological Association and antisemitism: Toward equity, diversity, and inclusion" by Lenore E. A. Walker, Ester Cole, Sarah L. Friedman, Beth Rom-Rymer, Arlene Steinberg and Susan Warshaw (American Psychologist, Advanced Online Publication, Jun 06, 2024, np). In the article, three sentences and a reference were redacted related to proceedings against a university concerning its psychology program because appropriate context was not provided in the article. All versions of this article have been corrected. (The following abstract of the original article appeared in record 2024-90095-001.) This article calls for the American Psychological Association (APA) to proactively include the elimination of antisemitism or prejudice against Jewish people in its current mission to disassemble all forms of racism from its organization as well as society. In this article, Jews (estimated as 2.4% of the population) are defined as a people with a common identity, ethnicity, and religion as they experience prejudice; their intersection in Jewish identity; the history and characteristics of antisemitism and its current manifestation in public life, academic institutions, and psychology. Despite Jews having made major contributions to the development of psychology as a profession, historically through the first half of the 20th century, Jews were systematically discriminated against within the discipline of psychology through quotas for acceptance into graduate training, discriminatory employment practices in university psychology departments, and most egregiously through the espousing of "scientific racism" including eugenics by prominent leaders in the APA. We describe how historically leaders in the APA engaged in overt and covert antisemitism while the APA continues to do little or nothing to combat it. We then offer suggestions for the mitigation and elimination of this form of bias, discrimination, and hate as it once again escalates in society. We recommend that the APA engages in research about antisemitism, its predictors, consequences, and power; evaluates the efficacy of intervention programs; encourages contact with various multicultural minoritized groups; and disseminates knowledge to educate about the psychological effects of antisemitism. (PsycInfo Database Record (c) 2025 APA, all rights reserved).