John Watson Murray Rothney (1906–1987).

Abstract

after a lengthy illness. He was one of the early and continuing influential persons in guidance, counseling psychology, and counselor education and was particularly famed for his longitudinal research in school counseling. He attributed his early interest in longitudinal research to W. F. Dearborn with whom he worked on the Harvard Growth Studies involving 2,000 school children in the early 1930s. He also worked on the Dartmouth Study on Vision and Motivation in the late 1930s. At Harvard University, Rothney specialized in both child development and guidance and counseling, studying with such notables as John Brewer, Gordon Allport, Henry Murray, and Philip Rulon, who chaired his dissertation committee. Rothney joined the faculty in the School of Education at the University of Wisconsin in 1939 and retired from that institution in 1971.Rothney was in military service during World War II, serving from 1942 to 1946. There he worked with John Flanagan, then head of the American Research Institute and a Harvard classmate, in the classification of aviation cadets. Later he was involved in a follow-up evaluation of that work in the Russell Islands.Rothney's legacy in guidance, counseling psychology, and counselor education is best reflected in his inspiring and unflagging efforts in longitudinal research focusing on guidance and counseling practices in the schools. Rothney believed that "immediate outcomes" were not the major criteria for judging the effectiveness of counseling. He argued there must be "residual effect" over time and to verify this meant longitudinal research. The Arlington, Massachusetts Study reported in the book,

In memoriam as in life: Gender and psychology in the obituaries of eminent psychologists.

“…His follow-up research efforts over time, a model for practicing counselors and counseling psychologists is a legacy for all to admire. (Farwell, 1989, p. 843)…”

“…His follow-up research efforts over time, a model for practicing counselors and counseling psychologists is a legacy for all to admire. (Farwell, 1989, p. 843) This excerpt can be read smoothly as the description of a great person, containing words and phrases that identify qualities and achievements expected from the scientific leaders of our discipline. Moreover, the description is amplified beyond the ordinary or average not only by the specific choice of words but also by the lengthy listing of characteristics — “seeking substantiation for statements,” “It was his premise,” “spent many hours working,” “challenging students and being a critic,” “one of the pioneers,” “dedicated,” “a legacy for all to admire.” Notably, the list of rememberings begins with “his persistent thrust,” a choice of phrase that clearly positions him in a masculine domain.…”