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In 2004, Marcia moved to the University of Roehampton, where she was the program convenor for psychology. A gifted, energetic, and inspirational teacher as well as researcher, she was awarded a joint Roehampton Teaching Fellowship (2010-2013) in recognition of her work on learning and teaching in higher education. An indication of Marcia's outstanding achievements is that her appointment to professor at the University of West London in 2014 made her one of only 17 Black women professors in the United Kingdom at the time. There, she helped to implement the new policing education and qualification framework in partnership with the Metropolitan Police and the London Policing College. She was one of the first members of the London Policing Research Network established in 2018. (PsycInfo Database Record (c) 2022 APA, all rights reserved).Memorializes Donald K. Routh (1927-2021). He received a BA in English from the University of Oklahoma (1962), followed by a MS (1965) and PhD (1967) in psychology from the University of Pittsburgh. He completed his clinical internship at the Oklahoma Health Science Center (1967). Routh was board certified in clinical psychology by the American Board of Professional Psychology (1975). Pursuing an academic career, he rose through the ranks at the University of Iowa (1967-1970, 1977-1985), Bowling Green University (1970-1971), the University of North Carolina at Chapel Hill (1971-1977), and the University of Miami (1985-2002) where he served as Director of the clinical psychology program. He was a Fellow of APA and the Association for Psychological Science. Throughout his career, Don emphasized historical foundations of psychology as a scientific discipline and profession. He also affirmed the importance of advocacy for children, families, and those with developmental disabilities and chronic conditions. Two of n 37 (1996), and the Edgar A. Doll Award from Division 33 (2001). Postretirement, as further evidence of his scholarly curiosity, Don earned BA (2008) and MA (2011) degrees in History from the Florida Gulf Coast University. (PsycInfo Database Record (c) 2022 APA, all rights reserved).Memorializes Edwin P. Hollander (1927-2020). Hollander was a major figure in the study of group and organizational leadership. He received his BS from Case Western Reserve University in 1948, his MS in psychometrics, working with Robert Thorndike in 1950, and his PhD in social psychology from Columbia University in 1952. After serving as a naval aviation psychologist during the Korean War, Ed began his academic career at Carnegie Mellon, initiating work on leadership that led to a 20-year research program at the State University of New York at Buffalo where he was also founding director of the doctoral program in social/organizational psychology and provost of social sciences. In 1989, he became the City University of New York Distinguished Professor of Psychology at Baruch College until his retirement in 1999. During his career, he had many visiting appointments, including the Tavistock Institute, Harvard, Oxford, the National Academy of Sciences, and Istanbul University. Hollander also served as president oA, all rights reserved).Memorializes Rosalind Dymond Cartwright (1922-2021). She was a pioneer in the fields of empathy and psychotherapy research and one of the first women to make significant contributions to the science of sleep and dreams and the field of sleep medicine. Upon receiving her PhD in 1949, she took a position at Mount Holyoke College. After 2 years, she moved to the University of Chicago where Carl Rogers hired her to oversee the many studies of audiotaped psychotherapy sessions that he was conducting to test the effectiveness of client-centered therapy. In 1954, she and Rogers coedited the landmark book, Psychotherapy and Personality Change. She also held positions at the University of Illinois College of Medicine, University of Chicago, and Rush University Medical Center. From 1971 to 1993 she was a grant reviewer for the National Institute of Mental Health, a role that allowed her to advocate anonymously for the support of research and training programs that greatly influenced the course of sleep research in the United States. Beginning in 1990, Roz served pro bono as an expert witness for the defense in several murder cases that involved a defense of sleepwalking, a non-REM parasomnia. At age 90 she immersed herself in the technology of spectral analysis scoring of polysomnogram data to argue that recent laboratory-based discoveries about sleepwalkers could be used to determine whether an alleged crime might have been committed during an arousal from sleep in which consciousness was impaired. (PsycInfo Database Record (c) 2022 APA, all rights reserved).Memorializes Eugene A. Shapiro (1919-2021). A trailblazer in professional psychology, Shapiro played key roles institutionally in establishing psychology as a major health profession. He won a scholarship to Rutgers to complete his BS in psychology, and later won acceptance into the doctoral program in clinical psychology at New York University (NYU). He earned his PhD from NYU in 1953. Gene, along with Jack Wiggins, was instrumental in increasing the availability of psychological services to military personnel and their families under programs such as the Civilian Health and Medical Program of the Uniformed Services. Gene helped foreground the interests of practicing psychologists in American Psychological Association (APA), upgrading the Office for Professional Practice to the Practice Directorate. He also helped found the Graduate School of Applied and Professional Psychology at Rutgers University, the first university-based professional school in the country, and was a pioneer in the prescribing psychologist movement. (PsycInfo Database Record (c) 2022 APA, all rights reserved).A comment on the recent American Psychologist article, "In the Immediate Wake of Hoffman's Independent Review Psychologist and General Public Perceptions" (Thornewill et al., 2020) raised concerns regarding some interpretations of the data (Jackson, 2021). In this reply, we emphasize that the primary aim of the study was to present initial data regarding a sensitive and hotly debated issue to promote more empirically based discussion and lay the groundwork for future research in this domain. (PsycInfo Database Record (c) 2022 APA, all rights reserved).A survey by Thornewill et al. (2020) produced potentially useful information about how national security roles of psychologists are viewed both within and beyond the discipline. However, a closer examination of the data, and of the authors' interpretations of that data, raises some important questions. (PsycInfo Database Record (c) 2022 APA, all rights reserved).VanderWeele and Kubzansky (2021) provide a commentary on Scheier et al. https://www.selleckchem.com/products/nexturastat-a.html (2021), in which they introduce the distinction between what they term comparative and absolute optimism. We believe that more conceptual and empirical work is needed before a full understanding of the meaning and implications of the terms can be known. In contrast, the construal of optimism and pessimism as separate but related dimensions is founded on decades of research. Moreover, as shown in Scheier et al. (2021), the absence of pessimism is a better predictor of physical health outcomes than is the presence of optimism, which in turn has implications for how interventions might be devised. (PsycInfo Database Record (c) 2022 APA, all rights reserved).In light of the analyses of Scheier et al. (2021) concerning differential associations of optimism and pessimism measures with physical health, we argue here that whether optimism and pessimism are bipolar, lying on separate ends of a spectrum, or whether they represent two separate dimensions is a conceptual, rather than an empirical, question. Differential associations of various indicators, or indicator sets, with health may indeed be of interest, but there are also different ways of grouping indicators other than whether items are worded to correspond to optimism or pessimism. We do nevertheless believe that the analyses of Scheier et al. (2021) can be useful in helping guide intervention development in precisely the ways they suggest. (PsycInfo Database Record (c) 2022 APA, all rights reserved).Proctor et al.'s (2021) comment "Division 21 Has Been Devoted to Human-Centered Design Since the 1950s" on our article (Lyon et al., 2020) is a welcome addition and useful touchpoint surrounding the historical and current relationship between human-centered design and psychological science. "Siloing" in psychology inhibits the progress of the discipline. We offer a set of recommendations for reducing silos and increasing the integration of engineering psychology with implementation science to advance human-centered design and the use of research evidence in practice. (PsycInfo Database Record (c) 2022 APA, all rights reserved).In the article, "Leveraging Human-Centered Design to Implement Modern Psychological Science," Lyon et al. (2020) presented a case for human-centered design without noting that this has been the focus of Division 21, Applied Experimental and Engineering Psychology, since its founding in 1957. Once acquainted with the work and expertise of Division 21 members, APA members will find the division is devoted to applications of psychological science in all areas of human-centered design and, with its collaborative and interdisciplinary focus, a force to reduce siloing in psychology. (PsycInfo Database Record (c) 2022 APA, all rights reserved).As efforts to end systemic racism gain momentum across various contexts, it is critical to consider antiracist steps needed to improve psychological science. Current scientific practices may serve to maintain white supremacy with significant and impactful consequences. Extant research practices reinforce norms of homogeneity within BIPOC (Black, Indigenous, and other People of Color) populations, segregate theories, and methods derived from BIPOC groups, apply disparate standards to the evaluation of research on white versus BIPOC populations, and discourage BIPOC scholars from pursuing research careers. Perhaps consequently, disparities persist on a range of psychologically relevant outcomes (e.g., mental and physical health). This article presents examples of how epistemic oppression exists within psychological science, including in how science is conducted, reported, reviewed, and disseminated. This article offers a needed contribution by providing specific concrete recommendations for different stakeholders, including those involved in the production, reporting, and gatekeeping of science as well as consumers of science. Additionally, a discussion of accountability steps are offered to ensure that psychological science moves beyond talk and toward action, with possible strategies to measure outcomes, stimulate progress, promote dialogue and action, challenge inequity, and upend the influence of white supremacy in psychological science. (PsycInfo Database Record (c) 2022 APA, all rights reserved).Drawing on conservation of resources theory, we developed and evaluated a supportive leadership training (SLT) intervention designed to teach leaders ways to be supportive of their employees. Given the important role of supportive leaders in helping employees deal with excessive workloads, we theorized that the beneficial intervention effects on employee well-being would be particularly evident for employees who perceive higher levels of quantitative and qualitative workloads prior to the intervention. Using a cluster randomized controlled field trial, we tested the effects of the SLT on employee social well-being in terms of leader-member exchange (LMX) quality and employee hedonic well-being, including positive affective well-being, emotional exhaustion, and job satisfaction. The participants in the training were directors of childcare centers in Germany. To rigorously evaluate the intervention effects at the employee level, we collected survey data at baseline, 1 month postintervention, and 6 months postintervention, and we used an intent-to-treat approach to analyze the data.