{"title":"Supplemental Material for Atangs to Kuwentos: The Power of Communal Care as Decolonial Mental Health Praxis Among Pilipinx Americans","authors":"","doi":"10.1037/amp0001475.supp","DOIUrl":"https://doi.org/10.1037/amp0001475.supp","url":null,"abstract":"","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"70 1","pages":""},"PeriodicalIF":16.4,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144252082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplemental Material for Our Stories of Origins: Decolonial Healing Through Zines and Zine-Making","authors":"","doi":"10.1037/amp0001453.supp","DOIUrl":"https://doi.org/10.1037/amp0001453.supp","url":null,"abstract":"","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"7 1","pages":""},"PeriodicalIF":16.4,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144252014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Margarita Azmitia, Michelle Y Martin, Shawn Blue, Jamila Bookwala, Marcus Lee Johnson, Marisol Perez, Andy Pham, Paula Shear
{"title":"Report of the American Psychological Association's Board of Scientific Affairs Task Force on Promotion, Tenure, and Retention of Faculty of Color in Psychology.","authors":"Margarita Azmitia, Michelle Y Martin, Shawn Blue, Jamila Bookwala, Marcus Lee Johnson, Marisol Perez, Andy Pham, Paula Shear","doi":"10.1037/amp0001539","DOIUrl":"https://doi.org/10.1037/amp0001539","url":null,"abstract":"<p><p>Recruitment, promotion, tenure, and retention of faculty of color remain significant challenges in academia. Despite an increasingly diverse population, the representation of faculty of color in tenure-track and senior faculty positions remains disproportionately low. Structural barriers, including bias in hiring and faculty evaluations, misalignment between academic culture and cultural values, unequal distribution of service labor, and limited access to mentorship and leadership opportunities, continue to hinder the advancement of faculty of color across academic ranks. This report summary from the American Psychological Association's \"Task Force Report on Promotion, Tenure, and Retention of Faculty of Color in Psychology\" examines these systemic issues. It provides actionable recommendations for institutions to foster an equitable academic environment. Key strategies include enhancing recruitment efforts, implementing transparent and equitable tenure and promotion policies, addressing bias in evaluation metrics, and strengthening mentorship and retention initiatives. Additionally, the report emphasizes the importance of recognizing nontraditional scholarship, ensuring fair distribution of service responsibilities, and supporting leadership development for faculty of color. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leslie B Adams, Jasmin R Brooks Stephens, Janel Cubbage, Donte L Bernard
{"title":"Racial, ethnic, and cultural expressions of interpersonal psychological theory of suicide (RECEIPTS): An integrated model of structural racism and suicide risk.","authors":"Leslie B Adams, Jasmin R Brooks Stephens, Janel Cubbage, Donte L Bernard","doi":"10.1037/amp0001545","DOIUrl":"https://doi.org/10.1037/amp0001545","url":null,"abstract":"<p><p>Suicide risk is a significant public health concern for individuals and communities across the United States, and the rates of suicidality are disproportionately rising for Black Americans. Recent frameworks have articulated the significance of structural racism as a mechanism that may explain the increasing rates of suicide among Black Americans, in part, through its exacerbating effects on salient risk conferring pathways. However, existing scholarship in this area has been developmentally limited in scope and does not specify how structural racism operates as a macrolevel determinant of suicide across the lifespan. To address this gap, we present the Racial, Ethnic, and Cultural Expressions of Interpersonal Psychological Theory of Suicide (RECEIPTS), which highlights how structural racism catalyzes suicide risk for Black Americans. The RECEIPTS model supports and extends tenets of the interpersonal theory of suicide and provides a generalizable and comprehensive framework to understand the complex and intersecting factors that contribute to suicidality among Black Americans across the life course. The RECEIPTS framework highlights structural racism's impact on suicide risk, offering implications for culturally informed prevention, research, and clinical practice. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144182725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Beyond the evolution versus learning fallacy.","authors":"Laith Al-Shawaf","doi":"10.1037/amp0001537","DOIUrl":"https://doi.org/10.1037/amp0001537","url":null,"abstract":"<p><p>The behavioral sciences have made a great deal of progress over the last century. They remain stymied, however, by the persistence of the fallacious \"evolved vs. learned\" dichotomy, in which researchers and students are encouraged to think of evolution and learning as contrasting, conflicting explanations for behavior. This article shows why the evolved versus learned dichotomy is false, suggests a more accurate replacement in the form of evolved learning mechanisms, and illustrates how a deeper understanding of the relation between evolution and learning improves our understanding of key psychological phenomena and removes barriers to progress in the behavioral sciences. The article does not rely on the generic and often-underspecified claim that many behaviors involve both evolution and learning, but instead offers a fine-grained look at the specific, concrete ways that evolution and learning are best conceptualized as explanatory partners rather than competitors. This analysis suggests that a better understanding of the relation between evolution and learning dissolves the false dichotomy in a concrete and substantive way, clearing a path for greater progress and fewer wasted resources in the behavioral sciences. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144128954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mark Levine, Chris Walton, Richard Philpot, Tina Keil
{"title":"Bystanders and the murder of George Floyd: Analyzing bystander intervention in the course of a police killing.","authors":"Mark Levine, Chris Walton, Richard Philpot, Tina Keil","doi":"10.1037/amp0001531","DOIUrl":"https://doi.org/10.1037/amp0001531","url":null,"abstract":"<p><p>Using a detailed transcription, obtained from body-camera, CCTV, and smartphone footage of the murder of George Floyd, we examine the behavior of bystanders as events unfolded. Analysis reveals 205 direct verbal bystander interventions comprised of five forms (declaratives, assessments, interrogatives, imperatives, insults). We also describe the key physical intervention strategies deployed by the bystanders. We show that bystanders prioritize interventions based on what they \"know\" (rather than asking questions or making demands). We suggest that this is because assessment-based strategies are less likely to be seen as a direct challenge to the power of the police and therefore have more chance of inducing constructive engagement. Although bystanders were ultimately unsuccessful in persuading the police to change course, we identify five moments in the action sequences where the assessment concerns of the bystanders were taken up by the officers-albeit fleetingly. We argue that these bystander interventions create the opportunity for officers to break the pattern of behavior that will lead to murder. It is a failure of the officers and not the bystanders that the police are unable to take those opportunities. We argue that assessment-based interventions have the potential to breach structural and situational power dynamics that usually lead to bystander interventions being overridden or ignored. We conclude by drawing some wider implications for the way bystanders and police officers can be trained to improve the safety of individuals caught up in police arrests. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":" ","pages":""},"PeriodicalIF":12.3,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mark Levine,Chris Walton,Richard Philpot,Tina Keil
{"title":"Bystanders and the murder of George Floyd: Analyzing bystander intervention in the course of a police killing.","authors":"Mark Levine,Chris Walton,Richard Philpot,Tina Keil","doi":"10.1037/amp0001531","DOIUrl":"https://doi.org/10.1037/amp0001531","url":null,"abstract":"Using a detailed transcription, obtained from body-camera, CCTV, and smartphone footage of the murder of George Floyd, we examine the behavior of bystanders as events unfolded. Analysis reveals 205 direct verbal bystander interventions comprised of five forms (declaratives, assessments, interrogatives, imperatives, insults). We also describe the key physical intervention strategies deployed by the bystanders. We show that bystanders prioritize interventions based on what they \"know\" (rather than asking questions or making demands). We suggest that this is because assessment-based strategies are less likely to be seen as a direct challenge to the power of the police and therefore have more chance of inducing constructive engagement. Although bystanders were ultimately unsuccessful in persuading the police to change course, we identify five moments in the action sequences where the assessment concerns of the bystanders were taken up by the officers-albeit fleetingly. We argue that these bystander interventions create the opportunity for officers to break the pattern of behavior that will lead to murder. It is a failure of the officers and not the bystanders that the police are unable to take those opportunities. We argue that assessment-based interventions have the potential to breach structural and situational power dynamics that usually lead to bystander interventions being overridden or ignored. We conclude by drawing some wider implications for the way bystanders and police officers can be trained to improve the safety of individuals caught up in police arrests. (PsycInfo Database Record (c) 2025 APA, all rights reserved).","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"20 1","pages":""},"PeriodicalIF":16.4,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143992083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Anthony J. Marsella (1940–2024).","authors":"Ann-Marie Yamada, Nick Higginbotham","doi":"10.1037/amp0001522","DOIUrl":"https://doi.org/10.1037/amp0001522","url":null,"abstract":"","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"64 1","pages":""},"PeriodicalIF":16.4,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144289927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
American PsychologistPub Date : 2025-05-01Epub Date: 2025-04-07DOI: 10.1037/amp0001519
Helen A Neville, Michelle Fine, Kevin O Cokley, Beverly J Vandiver, Frank C Worrell
{"title":"William E. Cross, Jr. (1940-2024).","authors":"Helen A Neville, Michelle Fine, Kevin O Cokley, Beverly J Vandiver, Frank C Worrell","doi":"10.1037/amp0001519","DOIUrl":"10.1037/amp0001519","url":null,"abstract":"<p><p>Presents an obituary for Dr. William E. Cross, Jr. Dr. Cross's educational and psychological careers are summarized and professional recognitions and awards are noted. It is noted that his nigrescence theory revolutionized research on Black racial identity and transformed understanding of race, ethnicity, and culture. Cross's theories provided a foundation for several widely used measures of racial identity, y, including the Racial Identity Attitude Scale (1981), the Cross Racial Identity Scale (2001), and the Cross Ethnic-Racial Identity Scale (2019), which was an adaptation of the Cross Racial Identity Scale for use with people from multiple ethnic and racial groups. His psychological research was rooted in the sociohistorical realities of the Black experience, helped challenge dominant, \"damage-centered\" narratives in psychology. Instead, he emphasized the strength, complexity, and resilience of Black communities, changing the way we approach racial identity and consciousness. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"80 4","pages":"685"},"PeriodicalIF":12.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
American PsychologistPub Date : 2025-05-01Epub Date: 2025-01-13DOI: 10.1037/amp0001496
Michael J Lambert, M Sue Bergin
{"title":"Allen E. Bergin (1934-2024).","authors":"Michael J Lambert, M Sue Bergin","doi":"10.1037/amp0001496","DOIUrl":"https://doi.org/10.1037/amp0001496","url":null,"abstract":"<p><p>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 <i>Bergin and Garfield's Handbook of Psychotherapy and Behavior Change</i>, now in its seventh edition. The 50-year history of the <i>Handbook</i> 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).</p>","PeriodicalId":48468,"journal":{"name":"American Psychologist","volume":"80 4","pages":"688"},"PeriodicalIF":12.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}