Flow\u27r Of France Bloom Again

https://digitalcommons.library.umaine.edu/mmb-vp/5153/thumbnail.jp

My Little Gypsy Wanda: Won\u27t You Wander Back to Me

https://digitalcommons.library.umaine.edu/mmb-vp/2200/thumbnail.jp

The One Who Taught Me The Golden Rule

https://digitalcommons.library.umaine.edu/mmb-vp/2920/thumbnail.jp

Why Don\u27t You Smile For Me

https://digitalcommons.library.umaine.edu/mmb-vp/4672/thumbnail.jp

My Pretty Poppy

https://digitalcommons.library.umaine.edu/mmb-vp/3315/thumbnail.jp

Do You Believe the Field of Psychological Science Is Headed in the Right Direction?

The state of psychological science is considered in terms of current issues and suggestions for the future

Reflections on 30 years of Cognition & Emotion.

The publication of the first issue of Cognition & Emotion in 1987 helped open the floodgates to what has become a golden age of emotion research in the social and biological sciences. In this article, I describe the intellectual landscape of that era and trace key developments that helped foster the growth of the field of affective science. Looking back from a present-day perspective, I offer some thoughts on the major changes that have occurred over the past three decades, the opportunities and challenges that lie ahead, and my own personal journey toward becoming an affective scientist (which largely occurred during this period). Finally, I offer three considerations that might be helpful for young researchers who are already in the field of affective science or are considering entering it

Clinical Psychology Training: Accreditation and Beyond.

Beginning with efforts in the late 1940s to ensure that clinical psychologists were adequately trained to meet the mental health needs of the veterans of World War II, the accreditation of clinical psychologists has largely been the province of the Commission on Accreditation of the American Psychological Association. However, in 2008 the Psychological Clinical Science Accreditation System began accrediting doctoral programs that adhere to the clinical science training model. This review discusses the goals of accreditation and the history of the accreditation of graduate programs in clinical psychology, and provides an overview of the evaluation procedures used by these two systems. Accreditation is viewed against the backdrop of the slow rate of progress in reducing the burden of mental illness and the changes in clinical psychology training that might help improve this situation. The review concludes with a set of five recommendations for improving accreditation