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Journal articles on the topic 'General Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

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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2

O’gli, Mirzaxmatov Baxodir Baxromboy. "GENERAL PSYCHOLOGY OF DECISION MAKING." International Journal of Advance Scientific Research 4, no. 3 (March 1, 2024): 164–67. http://dx.doi.org/10.37547/ijasr-04-03-30.

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This doctoral thesis explores the intricate relationship between organizational culture and decision-making under uncertainty, aiming to uncover how cultural norms, values, beliefs, and practicesinfluence both individual and collective decision-making processes. Employing a mixed-methods approach, the study combines quantitative surveys with qualitative interviews and case studies across various industries to provide a comprehensive analysis of the impact of organizational culture on decision-making efficacy in uncertain environments.

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3

Uznadze, D. N. "General Psychology." Journal of Russian & East European Psychology 47, no. 3 (May 2009): 31–32. http://dx.doi.org/10.2753/rpo1061-0405470302.

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4

Dunn, Robert J. "General hospital psychology." Canadian Psychology/Psychologie canadienne 27, no. 1 (January 1986): 44–50. http://dx.doi.org/10.1037/h0079862.

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5

McMahan, Ethan A. "Developmental Psychology: A Microcosm of General Psychology." Eye on Psi Chi Magazine 22, no. 4 (2018): 6–7. http://dx.doi.org/10.24839/2164-9812.eye22.4.6.

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6

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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7

Engelsted, Niels. "General Psychology Walks Again." Journal für Psychologie 26, no. 1 (July 2018): 74–96. http://dx.doi.org/10.30820/8247.05.

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Explaining the role, importance, and basic layout of general psychology, the paper has two parts. In the first part, told as a ghost story, we visit the long history of general psychology and its usual absence, aka the crisis of psychology. Drawing on the insights of among others George Henry Lewes, Herbert Spencer, Karl Bühler, and Lev Vygotsky, a number of requirements are listed that the author believes are necessary for a general psychology. In the second part is sketched the author’s proposal for such a general psychology. Built on Aristotle’s taxonomy of bio-psyches, the proposal divides psychology into four subdomains, each in need of explanation. In evolutionary sequence: Sentience, which posits the psychological present moment or now. Intentionality, which posits the future. Mind, which posits the past. Human consciousness, which posits the view from without. Sentience remains unexplained. Intentionality is linked to the second law of thermodynamics. Mind is linked to REMS in mammals. Human consciousness is linked to a new understanding of human evolution in which all the defining attributes of the human being – society, consciousness, and language – arrive all at once and together.

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8

Wright, Stephen. "Psychology in General Medicine." Holistic Medicine 4, no. 4 (January 1989): 168. http://dx.doi.org/10.3109/13561828909046383.

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9

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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10

Chute, Douglas L. "MacLaboratory for psychology: General experimental psychology with Apple’s Macintosh." Behavior Research Methods, Instruments, & Computers 18, no. 2 (March 1986): 205–9. http://dx.doi.org/10.3758/bf03201023.

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11

Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (January 2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.

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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variability in the extent to which participants checked the correct answer, with an overall average of only 56% (just above chance). There was no statistical difference between the two groups in knowledge overall or in any particular areas. A regression showed books read and belief in the scientific nature of psychology to be the best predictors of overall knowledge. In the second study, 94 first-year students at the beginning of their course and 136 student applicants completed a 114-item questionnaire derived from a different textbook, this time focusing on child development. There was no difference in the correct responses between a psychology-student and nonstudent group, with both groups getting around 53% of the answers correct. Interest in, and experience of, psychology did not predict total correct scores. Like previous studies in the area, the results failed to indicate any major variables that predict knowledge of psychological processes.

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12

Tsilmak, O. M. "General Theoretical Provisions of Forensic Psychology." Law and Safety 72, no. 1 (March 26, 2019): 117–23. http://dx.doi.org/10.32631/pb.2019.1.16.

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The author has emphasized on the need to provide higher education students with innovative teaching materials that would promote their comprehensive development and increase their competitiveness. It has been noted that forensic psychology is an independent branch of legal psychology that studies psychological patterns and mechanisms of the development of processes and phenomena that arise during the performance of judicial activity. It has been emphasized that forensic psychology, as well as every branch of legal psychology, has its own objective, task, object of study, subject matter of study and subjects of study. It has been stressed that the scientific and applied provisions of forensic psychology should be based on certain principles and provide an understanding of the whole spectrum of psychological peculiarities of judicial activity. The scientific novelty of the study is that: 1) the author for the first time: a) has defined the content of the objective, subjects of study, the object of study and the subject matter of study of forensic psychology; b) has specified the list of functions of scientific and applied provisions of forensic psychology (gnosiological, interpretative, explanatory, noteworthy, critical, practically applied, communicative, organizational, creative, perceptual, prognostic and synthesizing); and has considered their content; c) has distinguished the sections of forensic psychology (general theoretical provisions of forensic psychology, psychological peculiarities of judicial activity, psychological characteristics of a judge’s personality, psychological characteristics of the participants in court proceedings) in accordance with the directions of the subject of study, and the tasks are specified for each of them; 2) has improved the content of the concept of “forensic psychology”; 3) the principles of scientific and applied provisions of forensic psychology (legality, integrity, complexity, comprehensiveness, objectivity, consistency, systematicity, concreteness, determinism and flexibility) and their content have been further developed. Everything will contribute to the systematization, specification, refinement and development of the main scientific and applied, general theoretical provisions of forensic psychology as an independent branch of legal psychology.

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13

Marvin, Kerry A. "General Psychology Byte by Byte." Contemporary Psychology: A Journal of Reviews 41, no. 6 (June 1996): 569–70. http://dx.doi.org/10.1037/002957.

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14

No authorship indicated. "Review of General Psychology: Editor." Review of General Psychology 7, no. 1 (2003): C2. http://dx.doi.org/10.1037/1089-2680.7.1.c2.

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15

No authorship indicated. "Review of General Psychology: Editor." Review of General Psychology 7, no. 2 (2003): C2. http://dx.doi.org/10.1037/1089-2680.7.2.c2.

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16

Ratcliff, Donald E. "General Psychology in Bible Colleges." Journal of Psychology and Theology 14, no. 4 (December 1986): 330–33. http://dx.doi.org/10.1177/009164718601400409.

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General psychology courses at ten accredited Bible colleges are described using syllabi and college catalogs as the source of data. The author concludes that syllabi reflect considerable quality in the courses, with some exceptions, but that a specific orientation toward the mission of Bible colleges, that is, church work, is lacking.

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17

Demarest, Jack. "On Changing the Framework of Psychology: Comparative Psychology is What General Psychology Should Be." Teaching of Psychology 14, no. 3 (October 1987): 147–51. http://dx.doi.org/10.1207/s15328023top1403_4.

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When behaviorism became the dominant force in American psychology, many of the concerns of functionalism, including evolution, adaptation, and ontogenesis, were left behind. Contemporary psychology textbooks and curricula continue to perpetuate this behaviorist framework despite its atheoretical, nonbiological orientation. Even as these concepts begin to work their way back into textbooks and classrooms, they are treated unsystematically as appendages to the traditional behaviorist framework. Comparative psychology, the last bastion of the functionalist viewpoint, can solve this problem, but misconceptions about the field abound. Some of these misconceptions are discussed in this article, and I demonstrate how a comparative psychology course can provide the framework for reorganizing the focus of general psychology and integrating it into a neofunctionalist perspective.

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18

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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19

Goolkasian, Paula, and Jo Ann Lee. "A Computerized Laboratory for General Psychology." Teaching of Psychology 15, no. 2 (April 1988): 98–100. http://dx.doi.org/10.1207/s15328023top1502_8.

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A computerized General Psychology Laboratory provides students direct experience with contemporary research in psychology. More than 500 students per semester use the lab, which operates with the help of student assistants. Hardware and software requirements and the physical layout of the laboratory are discussed.

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20

Markham, Scott, and Gabriel Esteban. "Consumer Behavior 101 Meets General Psychology." Services Marketing Quarterly 27, no. 1 (January 10, 2006): 43–55. http://dx.doi.org/10.1300/j396v27n01_03.

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21

No authorship indicated. "Journal of Experimental Psychology: General: Editors." Journal of Experimental Psychology: General 132, no. 1 (2003): C2. http://dx.doi.org/10.1037/0096-3445.132.1.c2.

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22

McQuaid, Paul E. "Irish general practice and clinical psychology." Irish Journal of Psychological Medicine 8, no. 2 (September 1991): 174–76. http://dx.doi.org/10.1017/s0790966700015226.

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23

Aherne, Declan, and Michael Griffin. "Irish general practice and clinical psychology." Irish Journal of Psychological Medicine 8, no. 1 (March 1991): 75–78. http://dx.doi.org/10.1017/s0790966700016487.

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AbstractThis paper reports on client satisfaction and other benefits of having a Clinical Psychologist attached to a General Practice. A review of the existing literature on this topic is presented, based mainly on the British experience. The results of a survey carried out on clients who attended the Clinical Psychologist are presented. These results suggest that there are significant benefits of having a Clinical Psychologist working closely with a General Practitioner. Finally both authors give their own personal comments on the work that they do.

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24

Schloegel, Judy Johns, and Henning Schmidgen. "General Physiology, Experimental Psychology, and Evolutionism." Isis 93, no. 4 (December 2002): 614–45. http://dx.doi.org/10.1086/375954.

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25

Aboulafia, Annette Løw T., and Magnus Dahl. "Ground-Breaking Innovations in General Psychology." Integrative Psychological and Behavioral Science 53, no. 2 (May 24, 2019): 207–22. http://dx.doi.org/10.1007/s12124-019-09493-4.

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26

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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27

Свитюк, Светлана. "Общие представления о билингвизме в психологии." Психология в экономике и управлении 9, no. 2 (2017): 26–32. http://dx.doi.org/10.17150/2225-7845.2017.9(2).26-32.

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28

Ermolaeva, Marina Valerievna, Anna Pavlovna Avdeeva, and Zhanna Mikhailovna Kokueva. "The current state of the competence approachin general psychology and management psychology." Aktual nye problemy psikhologicheskogo znaniya, no. 4 (2021): 8–13. http://dx.doi.org/10.51944/2073-8544_2021_4_8.

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29

Lazarus, Richard S. "AUTHOR'S RESPONSE: The Lazarus Manifesto for Positive Psychology and Psychology in General." Psychological Inquiry 14, no. 2 (April 2003): 173–89. http://dx.doi.org/10.1207/s15327965pli1402_04.

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30

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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31

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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32

Lichtenberg, Joseph D., and Ernest Wolf. "General Principles of Self Psychology: A Position Statement." Journal of the American Psychoanalytic Association 45, no. 2 (April 1997): 531–43. http://dx.doi.org/10.1177/000306519704500201.

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In the more than twenty-five years since Kohut formulated a psychology of the self, the basic theory has undergone many revisions and additions. In the course of broadening from a focus on narcissism and empathy into a general theory of normal and pathological development, self psychology has taken so many different directions that the question can be asked, Does self psychology remain essentially a single theory with different descriptors–-a theory of a self-selfobject matrix, a theory of intersubjectivity, a theory of motivational systems, and so on? A concise statement of general principles is intended to contribute to a dialogue between advocates of the views presented here and those who hold different views of theory and practice, within and withoutself psychology.

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33

Gray, Peter. "Incorporating Evolutionary Theory into the Teaching of Psychology." Teaching of Psychology 23, no. 4 (December 1996): 207–14. http://dx.doi.org/10.1207/s15328023top2304_1.

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The purpose of this article is to encourage teachers of psychology to make greater explicit use of evolutionary theory in their courses. Examples and arguments are presented to show that evolutionary theory can help students (a) think critically about classic psychological theories; (b) understand psychology's recent shift away from general theories toward narrower, domain-specific theories; (c) think about the possible adaptive functions of psychological phenomena that are often considered only as pathologies; and (d) understand the rationales behind cross-species comparisons in psychology. The article also exposes three mis-beliefs that seem to have helped dissuade many psychologists from taking advantage of evolutionary theory in their thinking and teaching.

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34

Huzenko, V. A., and O. V. Dzhezhyk. "METHODOLOGICAL JUSTIFICATION OF THE DISCIPLINE «GENERAL PSYCHOLOGY»." Habitus, no. 36 (2022): 75–81. http://dx.doi.org/10.32843/2663-5208.2022.36.11.

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35

No authorship indicated. "Review of General Psychology: Instructions to authors." Review of General Psychology 7, no. 1 (2003): 2. http://dx.doi.org/10.1037/1089-2680.7.1.2.

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36

No authorship indicated. "Review of General Psychology: Instructions to authors." Review of General Psychology 7, no. 2 (2003): 211. http://dx.doi.org/10.1037/1089-2680.7.2.211.

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37

Reuder, Mary E. "Division 1—The Division of General Psychology." Theoretical & Philosophical Psychology 8, no. 2 (1988): 55–56. http://dx.doi.org/10.1037/h0091451.

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38

Pickren, Wade E., and Thomas Teo. "A New Scholarly Imaginary for General Psychology." Review of General Psychology 24, no. 1 (January 24, 2020): 3–5. http://dx.doi.org/10.1177/1089268020901799.

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39

Guruzhapov, Viktor. "On the New General Psychology of Education." Voprosy obrazovaniya / Educational Studies. Moscow, no. 1 (2014): 271–82. http://dx.doi.org/10.17323/1814-9545-2014-1-271-282.

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40

Kruger, Dreyer. "In Search of a Human Science Psychology." South African Journal of Psychology 18, no. 1 (March 1988): 1–9. http://dx.doi.org/10.1177/008124638801800101.

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After a brief review of the diverse contributions of the pioneers Fechner, Wundt, and Titchener the unity of science hypothesis is considered and found to be inappropriate for psychology as a human science. The same applies to cybernetics and system theory, which are briefly reviewed. The realistic approach of Harre and Secord is an improvement on the positivist philosophies of science, but their view of man does not exclude the possibility of an advanced computer being considered human and is therefore vulnerable to technology. Support is given to the existential phenomenological approach and three salient questions for human scientific discourse are addressed, namely, the question of psychology's dialogue with psychotherapy, the question of truth as revealing ( Entbergung), and that of critical psychology. In general, it is stressed that a human science psychology should be adequate to man and should start with our primary experience as interpreted in the light of anthropological and phenomenological philosophies.

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41

Lester, Jessica Nina, Y. Joel Wong, Michelle O’Reilly, and Nikki Kiyimba. "Discursive Psychology: Implications for Counseling Psychology." Counseling Psychologist 46, no. 5 (July 2018): 576–607. http://dx.doi.org/10.1177/0011000018780462.

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In this article, we present discursive psychology (DP), a qualitative approach that focuses on the study of conversational and textual materials, including everyday interactions. Although DP is well-established methodologically and theoretically, and is used widely in Europe and in the Commonwealth countries, it is relatively unknown in counseling psychology in the United States. As such, the purpose of this article is to provide a general overview of DP and offer guidance for researchers who may be interested in studying and using DP. We thus discuss practical considerations for utilizing DP, including the development of research questions, carrying out data collection, and conducting DP-informed analyses. We also provide a general overview of the history of DP and key resources for those interested in studying it further, while noting the usefulness of DP for counseling psychology.

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42

Dzhezhyk, Olha, and Victoria Papinian. "Features of simultaneous teaching of the courses «General psychology» and «History of psychology»." Lviv University Herald. Series: Psychological sciences, no. 19 (2024): 26–31. http://dx.doi.org/10.30970/ps.2024.19.4.

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43

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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44

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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45

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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46

Schlebusch, Lourens. "Medical Psychology and Psychonephrology: Contributions of Clinical Psychology." South African Journal of Psychology 16, no. 2 (June 1986): 47–56. http://dx.doi.org/10.1177/008124638601600202.

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Clinical psychology is developing into an integral part of modern health care delivery systems as evidenced by its role in the establishment of services in clinical psychology in general hospitals, training programmes in medical psychology, and the increased teaching of medically applied psychology in medical schools. This extended role of clinical psychology is discussed against the background of a subspecialization in psychonephrology. The aim is to illustrate the development of psychological treatment for chronically ill patients with end-stage renal disease, in the context of a developing country with a multi-ethnic society.

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47

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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48

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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49

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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Kanke, Victor Andreevich, Natalya Ilinichna Kiseleva, Tatiana Nikolaevna Seregina, Elena Vitalievna Tarakanovskaya, and Ilya Vadimovich Opryshko. "The complementarity of sociology and psychology and their general scientific significance." LAPLAGE EM REVISTA 7, no. 1 (January 4, 2021): 390–95. http://dx.doi.org/10.24115/s2446-6220202171747p.390-395.

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Abstract:

The nature of sociology and psychology is clarified accounting for the achievements of modern philosophy of science. The general scientific significance of these sciences is determined in accordance with said clarification. Any scientific theory functions, in particular, in the form of group and individual theories. In this connection, the general scientific significance of sociology and psychology becomes evident. The status of sociology is primarily determined by the study of group theories that have general scientific significance. The status of psychology is determined by individual theories. Its priority in this area is also indisputable. Therefore, same as sociology, psychology presents a science of auxiliary nature. Auxiliary sciences are necessary for the development of the content of the independent sciences. Unfortunately, the mainstream tendency is that both sociology and psychology are considered independent branches of science. In this regard, the status of sociology is determined by a certain class of social phenomena, and the status of psychology is determined by mental processes.

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