American psychology and schools: A critique

American Journal of Community Psychology

Volumn 32, Issue 1-2, 2003, Pages 99-106

  Sarason, Seymour B ^a,b  

^a YALE UNIVERSITY   (United States)

^b NONE   (United States)

Author keywords

American psychology; Educational reform; Self scrutiny

Indexed keywords

CLINICAL PSYCHOLOGY; HUMAN; MEDICAL PRACTICE; MEDICAL SCHOOL; MENTAL HEALTH; METHODOLOGY; MORALITY; PSYCHIATRY; PSYCHOANALYSIS; PSYCHOTHERAPY; PUBLIC HEALTH; QUANTITATIVE ANALYSIS; REVIEW; ARTICLE; CULTURAL ANTHROPOLOGY; PSYCHOLOGY; SCHOOL; SELF CONCEPT; UNITED STATES;

CULTURE; HUMANS; PSYCHOLOGY; PSYCHOLOGY, EDUCATIONAL; SCHOOLS; SELF CONCEPT; UNITED STATES;

EID: 1542540360     PISSN: 00910562     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1025603125213     Document Type: Review

References (6)

1. Barker, R. G., & Gump, P. V. (1964). Big school, small school. Stanford, CA: Stanford University Press.
2. Garner, W. R. (1972). The acquisition and application of knowledge. A symbiotic relationship. American Psychologist, 27(10), 941-946.
3. James, W. (1900). Talks to teachers and students. New York: Henry Holt.
4. Raimy, V. (1950). Training in clinical psychology. Englewood Cliffs, NJ: Prentice-Hall.
5. Sarason, S. B. (1988). The making of an american psychologist. San Francisco: Jossey-Bass.
6. Sarason, S. B. (1993). American psychology and the needs for transcendence and community. American Journal of Community Psychology, 21(2), 185-202.