Fundamental concepts in clinical psychology.

Shaffer, G. Wilson; Lazarus, Richard S.

doi:10.1037/11047-000

Cited by 20 publications

(4 citation statements)

References 415 publications

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“…To gain perspective, it is interesting from a historical point of view to note that this method antedates the birth in 1912 of modern psychology as delimited by Woodworth (44) and Boring (7) and the advent of modern clinical psychology usually identified as beginning with the work of Binet in 1895 (33). The cross-cultural method can best be understood if two facts are kept in mind.…”

Section: Historical Background and General Discussionmentioning

confidence: 97%

Chapter II: Research Methods: The Cross-Cultural Method

Goethals¹,

Whiting²

1957

Review of Educational Research

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A GOOD method, to paraphrase Guthrie, is at best a tool by which explanation is furthered. In the final analysis a theory or method stands or falls upon its utility. The cross-cultural method presents a number of paradoxes which the reader must keep in mind as he con siders it as a possible tool for research. First, altho the method has been in existence for some 70 years, not until recently has either its scope or its usefulness been recognized. Second, unlike many areas of research, there are relatively few studies which have been published utilizing this particu lar method. An evaluation of a methodology usually is based upon a large amount of published research which the reviewer can refer to and evaluate. Such is not the case with this particular method. However, despite the paucity of published research this particular method has had a great effect upon behavioral science, and in relation to recent work may have shown itself to be the most sensitive methodology available for those who wish to accomplish interdisciplinary research in the behavioral sciences. Since this is the first article dealing with the method in the REVIEW, some re capitulation of its history is appropriate. This is particularly true since the cross-cultural method is often confused with another valuable approach to the study of behavior, namely, the comparative or culture-personality study.

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Section: Historical Background and General Discussionmentioning

confidence: 97%

Chapter II: Research Methods: The Cross-Cultural Method

Goethals¹,

Whiting²

1957

Review of Educational Research

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“…It is assumed, in the title of this article, that Witmer is properly considered the founder of clinical psychology, and this or some similar attribution has been widely accepted by other historians of psychology (Brotemarkle, 1947;Cattell, 1954;Garfield, 1965Garfield, , 1982Korchin, 1983;Louttit, 1949;Misiak & Sexton, 1966;Reuchlin, 1967;Sexton, 1965;Shaffer & Lazarus, 1952). The question, however, is worthy of some discussion.…”

Section: The Man and His Legacymentioning

confidence: 90%

Lightner Witmer: Little-known founder of clinical psychology.

McReynolds¹

1987

American Psychologist

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Lightner Witmer inaugurated the first psychological clinic in 1896, and he also took a number of other crucial steps in establishing and defining the field of clinical psychology. Witmer was one of the early group of Americans who took their doctorates under Wilhelm Wundt. He was a charter member of the American Psychological Association and the last to die. Clearly, he is an important figure in the history of psychology, yet relatively little biographical information about him has been available. This article summarizes his life and career, examines the beginnings of his clinic, and evaluates the significance of his contributions.Late in the summer of 1892, Lightner Witmer, then a young man of 25, returned by steamer from Europe, where he had earned a PhD in psychology under Wilhelm Wundt. On the way home he stopped in London to present a paper on his dissertation research at the International Congress of Experimental Psychology. I Witmer was returning to the University of Pennsylvania, where he had been assistant to James McKeen Cattell before going to Leipzig. When, in 1891, Cattell had accepted a position at Columbia, it had been agreed that Witmer would go to Leipzig to work on his doctorate, and, if successful, would then return to take over the Pennsylvania laboratory. Thus, in the fall of 1892 he began a tenure on the Pennsylvania faculty that was to last for 45 years.Witmer's stay at Leipzig followed that of Frank Angell and overlapped with that of Edward B. Titchener. In the same term that Witmer took over the laboratory at the University of Pennsylvania, Angell inaugurated experimental psychology at the newly founded Stanford University, and Titchener replaced Angell at Cornell. That same autumn also saw Miinsterberg begin his tenure at Harvard. American psychology was taking on a shape that it would hold for many years to come.The American Psychological Association (APA) was also founded in 1892, and Witmer, along with such other early figures as G. Stanley Hall, William James, George Ladd and Cattell, was one of its charter members. Its first annual meeting took place at the University of Pennsylvania in December of that year, and Witmer (1894b) read two papers, one on the aesthetics of visual form, his dis-sertation topic, and one on individual differences in reaction time.This, then, was the beginning of Witmer's professional career. His position of eminence in the history of psychology derives, of course, from his central role in the establishment and development of clinical psychology. As is well known, Witmer founded the world's first psychological clinic at the University of Pennsylvania in 1896. This important event was followed by a number of other pioneering contributions to the clinical area. These include the explicit call for the establishment of a new field of psychology that would be devoted to helping people and would be known as clinical psychology, the development of the first curriculum in clinical psychology, and the founding of the first journal devoted exclusively to this new pro...

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“…We would like to know what it is because only a few studies are interested in this subject. National education systems are the product of different histories, philosophies, and legal and political contexts, and all relevant variables must be taken into account for comparison (Fischer, 2010).…”

Section: The Generational Transmission Of Social Behaviormentioning

confidence: 99%