Cover Story

Outstanding researchers, practitioners and educators will be honored with a variety of awards at APA's 2005 Annual Convention in Washington, D.C., Aug. 18-21. The awards fall into five categories: science, practice, public interest, education and international affairs. The APA/American Psychological Foundation Awards ceremony will be held on Friday, Aug. 19, at 4 p.m. at the Washington Convention Center. Many award recipients will speak at other sessions. For the most current times, dates and locations for the convention sessions, refer to the 2005 convention program, available in July at the APA Convention Web site.

Science
Public Interest
Education
Practice
International Affairs

SCIENCE

Awards for Distinguished Scientific Contributions

Charles G. Gross, PhD, professor of psychology, Princeton University. Gross is being honored for his research on the neural basis of higher cortical function and his contributions to the field of cognitive neuroscience. He was elected to the National Academy of Sciences in 1998 and the American Academy of Arts and Sciences in 1999.

Gross began his career as a pioneer in the study of high-order visual perception and the extrastriate cortex. In a series of studies beginning in the late 1960s, Gross and his colleagues showed that single neurons in inferior temporal (IT) cortex not only had visual responses but also responded selectively to very complex features of objects, such as their overall shape or texture, and that a few neurons even responded selectively to specific objects, such as faces or hands. This was a revolutionary view at the time because it indicated that individual neurons in the cortex coded global object features, rather than lines and edges, and that some types of significant objects might even be encoded by specific neurons.

Furthermore, Gross was not content to simply study the anatomy and physiology of neurons; he also realized a need to understand the function of these areas in the context of the animal's perceptual state and behavior. Thus, he conducted many of the first behavioral studies of the effects of IT lesions on perception and memory, which clearly showed the behavioral relevance of the physiological properties he had discovered.

The neuroscience field has changed in large part due to Gross's research and the work he stimulated in other labs. Gross was involved in some of the early descriptions of "blindsight." Recently, Gross has been studying how the brain represents visual and tactile space. He, with Elizabeth Gould and colleagues, published one of the first demonstrations that new neurons are born and incorporated into the adult brain. Gross's career has propelled the formulation and expansion of cognitive neuroscience.

Douglas L. Medin, PhD, professor of psychology, Northwestern University. Medin is being honored for his contributions to our broad understanding of human cognition with regard to learning, memory, attention and decision-making. He was elected to the American Academy of Arts and Sciences in 2002. In his early career, he has made substantial contributions to the study of perceptual processes, learning and memory in nonhuman primates. His major influence on the field is his groundbreaking work on the study of human learning and memory. This work began with his influential studies of concepts and categories. He extended his research into similarity processing, reasoning and decision-making.

In his current research, he is studying cultural models of biological phenomena. He has become one of the leading authorities on culture and cognition and he has developed new paradigms for the study of how higher-order cognitive processes are influenced by culture and expertise. In the 1970s, Medin developed an exemplar model that demonstrated that key phenomena taken as support of prototype models could also be explained by exemplar models. This context theory of classification learning opened the way for a theoretical revolution in our understanding of human cognition, firmly establishing the importance of exemplar or instance-based processes in conceptual structure and the use of categorical knowledge. His 1981 book "Categories and Concepts" (Harvard University Press), co-authored with Ed Smith, provided the classic integration of psychological research on the basic elements of thought processes. This book set the themes for research on concepts that still dominate the field.

His current work explores the ways in which expertise and culture-bound experiences shape the nature of concepts, reasoning and decision-making. Medin is looking at how expertise and culture influence the conceptual organization of biological categories. He is looking at how the correlational structure of things in the world interacts with theories, goals and belief systems to determine categorization. Medin's work shows that different kinds of expertise in the same domain lead to systematic differences in categorization and reasoning. Medin's work has helped us to understand human thought processes and the integration of the natural (biological) world and the cultural environment within the workings of the human mind.

Robert S. Siegler, PhD, Teresa Heinz Professor of Cognitive Psychology, Carnegie Mellon University. Siegler is being honored for his contributions in the field of developmental psychology and cognitive development. Siegler's work focuses on the development of reasoning and problem-solving. Early in his career, he helped to establish the information-processing approach as one of the dominant paradigms in the study of cognitive development. He formulated the rule assessment method as a means of diagnosing the rules that children use in reasoning in various domains. His early work also focused attention on the importance of considering problem encoding, the mental representation of problem features, for understanding improvements in problem-solving and heightened response to instruction.

Siegler's next line of research focused on strategy choice. This research began with the observation that, on many problems, an individual child or adult uses a variety of strategies; even given the identical problem on two occasions close in time, the same person often uses a different strategy the second time than the first. Siegler found that even preschoolers choose adaptively among the strategies; for example, they use fast and easy to execute strategies when they yield accurate performance and use slower and more demanding strategies when those are necessary for accurate performance. Subsequent research has demonstrated that such adaptive strategy choices are typical from infancy to adulthood.

Most recently, Siegler has promoted the use of the microgenetic method as a means for studying change as it occurs. In microgenetic studies, children are intensively observed throughout periods of change; the high density of observations, relative to the rate of change, allows insights into the representations and processes that underlie the changes. Such studies have highlighted several general characteristics of cognitive change--for example that changes are usually uneven, involving regressions as well as advances, and that the short-term changes seen in microgenetic studies closely parallel longer-term changes with age. The method is being used increasingly widely, in part due to Siegler's influence.

Over the course of his career, Siegler has investigated the development of many fundamental mathematical and scientific concepts, including conservation, counting, basic arithmetic, estimation, formal scientific reasoning and biological concepts. He has also paid attention to the educational implications of his research, focusing on issues such as the relations between conceptual and procedural knowledge of mathematics and the importance of psychological tools, such as the mental number line, in thinking and reasoning.

Award for Distinguished Scientific Applications of Psychology

Karen A. Matthews, PhD, professor of psychology, psychiatry and epidemiology and director of the Pittsburgh Mind-Body Center, University of Pittsburgh. Matthews is being honored for her research contributions in the areas of health psychology and behavioral medicine. Matthews was elected to the Institute of Medicine in 2002. She is well known for her research on psychosocial factors linked to risk for cardiovascular disease. Matthews was the first to break apart the Type A construct to identify the key components related to coronary risk. She reported that only some Type A characteristics (notably hostility) were associated with coronary risk. This helped stimulate research that documented the link between hostility and cardiovascular disease.

She contributed further to this work by suggesting models of how the toxic elements of Type A could operate to result in cardiovascular disease. She showed that hostile individuals were more autonomically reactive to acute stressors, were engaged in more health damaging behaviors and exhibited a number of biological risk factors associated with sympathetic nervous system activation. Matthews' work has been strong in delineating developmental processes in risk factors. This work has been important not only in increasing understanding of the biological pathways, but also of the psychological effects of early family experiences. She showed that the development of hostile traits and cardiovascular reactivity in children results in part from conflictual family interactions, genetic factors and propensity to interpret ambiguous information in a negative way.

She has also done work in how race and socioeconomic status (SES) moderate psychosocial risk, including work on how persons of low SES perceive ambiguous situations as threatening. Matthews is also known for her work in women's health. She has systematically demonstrated gender differences in cardiovascular reactivity to stress and has evaluated hormonal, dispositional and environmental factors accounting for those gender differences. She has described the interactive effects of behavior and reproductive hormones in women's risk of coronary heart disease and has shown how cigarette smoking and contraceptive use influence women's lipid, lipoprotein and cardiovascular response to stressors. One of her studies, the Pittsburgh Healthy Women Study, is the first intensive study of the psychological, social and biological changes in healthy women as they traverse perimenopause. Matthews' work has had a broad impact on psychology. She has been able to convince the health disciplines, including medicine, to appreciate and accept the importance of psychosocial factors in physical health.

Award for Distinguished Scientific Early Career Contributions to Psychology (Social Psychology)

Albert Jan (Ap) Dijksterhuis, PhD, social psychology program, University of Amsterdam. Dijksterhuis is recognized for his research contributions in the area of social psychology. He has investigated unconscious influences on behavior and is an innovative and creative researcher, often inventing new research paradigms. He found that improvements in intellectual performance can be produced by subtle priming of social categories. This "Trivial Pursuit effect" with van Knippenberg quickly became well-known throughout psychology and was the start of a long line of research on the perception-behavior link. In addition Dijksterhuis has done research on the effects of subliminal perception and has recently started to do research on unconscious aspects of decision-making and creativity. In this recent work, he has shown that thinking consciously about an important decision decreases the quality of the decision, whereas so-called "unconscious thought" improves it. Dijksterhuis earned his PhD at the University of Nijmegen in the Netherlands in 1996.

Award for Distinguished Scientific Early Career Contributions to Psychology (Perception/Motor Performance)

Günther Knoblich, PhD, department of psychology, Rutgers University. Knoblich is recognized for path-breaking research on the coupling between perception and action. He has asked new questions about such coupling and developed new methods for answering them. He has asked how well people can distinguish between dynamically emerging outcomes of their own activity and dynamically emerging outcomes of others' activities. Similarly, he has asked how well people can predict the outcomes of their own actions compared to how well they can predict the outcome of others' actions. Both lines of work have shown powerful effects of internal models of action-perception relations.

Knoblich has studied the coordination of action by multiple agents. He has studied how groups of individuals perform tasks that have traditionally been studied in isolated performers only. This work has revealed that the formation of internal models is not restricted to oneself, but instead can extend to others with whom one acts. Such joint models are surprisingly detailed and apply to individuals in whom such capacities might not be expected (autistic children). Knoblich earned his PhD at the University of Hamburg in Germany in 1997.

Award for Distinguished Scientific Early Career Contributions to Psychology (Individual Differences)

Robert F. Krueger, PhD, department of psychology, University of Minnesota. Krueger is recognized for his research on personality and psychopathology. His work combines quantitative methods from psychometrics and behavioral genetics with clinical insights and personality theories. His contributions to the study of mental disorder have focused on developing a framework for studying persons with multiple disorders. Using factor analytic and item response techniques, Krueger identified two broad factors underlying common forms of adult psychopathology--internalizing and externalizing. His research program has targeted personality as a core psychopathological process that underlies multiple disorders. His work has focused on negative emotionality and constraint, two separate individual difference dimensions with particular relevance to psychopathology. His current research focuses on the investigation of genetic and environmental causes of individual variation in core psychopathological processes and the application of psychometric methods to delineating these processes. Krueger earned his PhD at the University of Wisconsin-Madison in 1996.

Award for Distinguished Scientific Early Career Contributions to Psychology (Applied Research)

Hendree Jones, PhD, department of psychiatry and behavioral sciences, Johns Hopkins University School of Medicine. Jones is recognized for her contributions to our understanding of the problem of substance abuse during pregnancy and our understanding and treatment of a variety of drugs of abuse. Early in her career, she developed an animal model for prenatal exposure to inhalants under conditions that mimic abuse in humans. As a postdoctoral fellow, Jones ran the day-to-day operation of several in-patient laboratory studies comparing the physiological, subjective and behavioral effects of stimulant drugs and oversaw the development and implementation of a large-scale clinical trial. As a faculty member at Johns Hopkins University, she has made major research findings in creating and modifying treatments for pregnant drug-dependent women. She is one of the first researchers to examine contingency management procedures in pregnant women. She has also pioneered the examination of the use of buprenorphine for treating pregnant opioid-dependent women. Jones earned her PhD at Virginia Commonwealth University's Medical College of Virginia in 1997.

Frederick P. Morgeson, PhD, Eli Broad Graduate School of Management, Michigan State University. Morgeson is recognized for his contributions to the area of job analysis and design, personnel selection and theory development. His research on job analysis inaccuracy represents the first attempt to systematically describe inaccuracy in job analysis, taking job analysis research in a completely new direction. His research in personnel selection is likely to shape research for years to come. In particular, his meta-analysis on situational judgment tests and narrative review of the employment interview are likely to be very influential as scholars continue to conduct research in these areas. Morgeson developed a model that offers guidelines for developing multilevel theories. Prior to his work, there was little guidance about how to link constructs across levels. This model has already been cited by scholars in the development and testing of new theories across a diverse set of research topics. The influence of this paper is likely to increase as scholars recognize the importance of multilevel theorizing. Morgeson earned his PhD at Purdue University in 1998.

Award for Distinguished Scientific Early Career Contributions to Psychology (Behavioral/Cognitive Neuroscience)

Russell A. Poldrack, PhD, department of psychology, University of California, Los Angeles. Poldrack is recognized for his contributions to our understanding of the cognitive and neural bases of learning and memory. He uses functional magnetic resonance imaging (fMRI) as his principal research tool. Poldrack's research examines the neural basis of skill learning, the neural basis of reading and reading disorders, and the organization of frontal lobe function. His efforts to understand priming and skill-learning at the cognitive and neural levels have made a significant impact because his findings have questioned the field's initial conceptualization of skill and repetition priming as depending on distinct processes. His research on neuronal plasticity and disruptions within the language system will likely have long-term significance for the teaching of reading. Poldrack and his collaborators were the first to use diffusion tensor imaging to relate axonal abnormalities to the extent of language deficits in adults. His use of meta-analysis of fMRI data has demonstrated a functional segregation of phonological and semantic processing within the left inferior frontal gyrus. His contributions have had a major impact on the field. Poldrack earned his PhD at the University of Illinois in 1995.

PUBLIC INTEREST

Award for Distinguished Contributions to Psychology in the Public Interest (Senior Career)

Margaret Beale Spencer, PhD, GSE Board of Overseers Professor of Education and Psychology, University of Pennsylvania. Spencer is recognized for her seminal role in bridging and extending basic theories of human development to foster innovative research that acknowledges culture and assesses context in the field of developmental psychology. She has been a pioneer in designing culturally sensitive research, conceptualizing inclusive developmental theory and implementing novel interventions. She has been instrumental in integrating developmental principles with assessments of context characteristics and enhancing our understanding of resiliency and vulnerability. Her contributions have informed scientific standards and social wpolicies for maximizing human potential.

Spencer spent her first two decades in Philadelphia attending public schools and completing undergraduate work at Temple University's School of Pharmacy. The stories told to her by extended family of black men's coping efforts, normative challenges and race-linked experiences of social hierarchies sparked her interest in psychological resilience and boys' transition to manhood.

Shaped both by the new educational opportunities of the post-Brown era and the growing movement for civil rights, her sense of purpose was evolved and honed. Additionally, experiences as a hospital pharmacist irrevocably piqued her interest in the psychology of resilience, given observations of parental coping with children's struggles with the ravages of cancer and renal disease.

Spencer's early programs of research completed at the University of Kansas, the University of Chicago and in southern communities aided inclusive and nonstereotypic human development theorizing and needed developmental analyses of African-American and other undervalued youth. Indeed, it initiated the process of demystifying the experience and behavior of "minority" groups. In receiving this award, Spencer acknowledges that her family (notably her husband, Charles, and children), colleagues and students have crucially enriched her thinking, research and, thus, contributions and commitments to justice and equity owed to all children and families.

Award for Distinguished Contributions to Psychology in the Public Interest (Early Career)

Daniel Dodgen, PhD, emergency management coordinator, Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services. Dodgen coordinates SAMHSA's disaster and terrorism preparedness and response activities and addresses related issues through several department-wide initiatives. Dodgen also consults with the Centers for Disease Control and Prevention, the State Department and the Secretary's Office of Public Health Emergency Preparedness on behavioral health issues related to terrorism and natural disasters. Before joining SAMHSA, he spent more than five years at APA, where he was responsible for overseeing the association's advocacy efforts related to children, youth and families. Prior to joining APA, Dodgen was an APA Congressional Fellow and worked for the U.S. House of Representatives Committee on Education and the Workforce. His focus on the committee was children's policy, including juvenile crime, Head Start and services for older Americans. Before coming to Washington, Dodgen was a practicing child psychologist at Didi Hirsch Community Mental Health Center in Los Angeles, one of the largest outpatient mental health facilities in California. Dodgen is the author of numerous articles on psychology and public policy. He has been on the executive committee of several national organizations and served on multiple federal advisory groups. A trained American Red Cross disaster mental health worker, Dodgen was part of the response to the 1992 Los Angeles riots, the 1994 Los Angeles/Northridge earthquakes, the Oklahoma City bombings and the Sept. 11 Pentagon attack.

Award for Distinguished Contributions to Research in Public Policy

Gail S. Goodman, PhD, professor of psychology, University of California, Davis, and professor of forensic psychology, University of Oslo, Norway. Goodman's 1984 special edition of the Journal of Social Issues ("The Child Witness") is often credited with initiating the modern study of children's eyewitness testimony. She has been a central contributor to scientific research on child abuse victims and eyewitnesses to crime, and on trauma and memory generally. She has received numerous awards, including the Distinguished Career Award from the American Academy of Forensic Psychology, the Distinguished Scientific Career Award from the American Professional Society on the Abuse of Children, the Steven Schaffer Award from the National Association of Victim Advocates and the Teaching/Mentoring Award from APA's Div. 41 (American Psychology-Law Society).

Her studies of child witnesses have been cited in U.S. Supreme Court decisions, most notably a pivotal citation to her work in the interpretation of the Sixth Amendment of the Constitution. She has consulted to numerous governments about child witnesses and served as president of APA Divs. 41 and 37 (Child, Youth and Family Services) and the Section on Child Maltreatment of Div. 37. She was a faculty member at the University of Denver and the University at Buffalo of the State University of New York, before moving to the University of California, Davis, in 1992. Goodman received her PhD in developmental psychology from the University of California, Los Angeles, and conducted postdoctoral studies at the University of Denver and the Université René Descartes in Paris.

EDUCATION

Award for Distinguished Contributions to Education and Training in Psychology

John C. Norcross, PhD, professor of psychology and Distinguished University Fellow, University of Scranton. Norcross earned his baccalaureate in psychology from Rutgers University and his doctorate degree in clinical psychology from the University of Rhode Island. He completed his internship at Brown University School of Medicine. He is a clinical psychologist in part-time practice and editor of the Journal of Clinical Psychology: In Session.

The author of more than 200 scholarly publications, Norcross has co-written or edited 14 books, including the "Insider's Guide to Graduate Programs in Clinical & Counseling Psychology" (Revised edition, Guilford Press, 2004), "Psychotherapy Relationships that Work" (Oxford University Press, 2002), "Authoritative Guide to Self-Help Resources in Mental Health" (Revised edition, Guilford Press, 2003), "Handbook of Psychotherapy Integration" (Oxford University Press, 2003), "Psychologists' Desk Reference" (Second edition, Oxford University Press, 2004) and "Systems of Psychotherapy" (Fifth edition, Wadsworth Publishing, 2002).

Norcross has chaired or served on the education and training committees of four national organizations and on the editorial boards of a dozen journals. He is past-president of the International Society of Clinical Psychology and APA Div. 29 (Psychotherapy); he is currently an APA Council Representative and on the Board of Directors of the National Register of Health Service Providers in Psychology. His previous awards include Pennsylvania Professor of the Year award from the Carnegie Foundation, the Rosalee Weiss Award from the American Psychological Foundation and election to the National Academies of Practice. An engaging teacher and clinician, Norcross has given workshops and lectures in 24 countries. He lives in northeastern Pennsylvania with his family.

Irma Serrano-García, PhD, professor, department of psychology, University of Puerto Rico. Serrano-García holds a postdoctorate in public policy from the Harvard University Graduate School of Education, a PhD in social-community psychology from the University of Michigan and a BA and MA in psychology from the University of Puerto Rico. She also studied law for one year. She has over 100 scholarly publications, including journal articles, book chapters and six books, and has presented her work in Asia, Africa, Europe, the Caribbean and North, Central and South America. She has written about interdisciplinary training and innovative teaching methods; social change, colonialism and power relationships; community development, organization and education; participative research; and HIV/AIDS prevention.

She was the first female editor of the Interamerican Journal of Psychology. She is currently active in research on psychologists' participation in public policy. She has received various awards including the Psychologist of the Year Award from the Puerto Rican Psychology Association and the Distinguished Teaching Award from the University of Puerto Rico. She provides consultation to community nonprofit organizations, government agencies and educational institutions. She is an active member of the Puerto Rico Psychology Association, the Interamerican Society of Psychology and APA. She has been president of APA Div. 27 (Society for Community Research and Action), a member of various governance groups (the Committee on Women in Psychology, the Committee on Ethnic Minority Affairs, the Board of Social and Ethical Responsibility of Psychologists and the Committee on International Relations in Psychology) and is currently a member of APA's Council of Representatives.

Award for Distinguished Contributions of Applications of Psychology to Education and Training

Cal D. Stoltenberg, PhD, professor of educational psychology and counseling psychology, College of Education, University of Oklahoma. Stoltenberg was born into a farm family in Nebraska on April 1, 1953. He attended public schools in Schuyler, Neb., and received his BA in chemistry and natural sciences from Midland Lutheran College in 1975. Stoltenberg finished his MA in educational psychology with an emphasis in counseling in 1977 at the University of Nebraska-Lincoln (David Dixon, thesis chair). He received his PhD in counseling psychology from the University of Iowa in 1981 with Carl Davis and John Cacioppo serving as dissertation co-chairs. While at Iowa, Stoltenberg worked at the University Counseling Service under the direction of Ursula Delworth. His predoctoral internship was at the Counseling and Consultation Service at Ohio State University with Louise Douce serving as director of training.

Stoltenberg was on faculty in the department of psychology at Texas Tech University from 1981 to 1986. He moved to the University of Oklahoma department of educational psychology to become the director of training in 1986 and, except for four years as department chair, has remained in that position. At Oklahoma, he received the Rinsland Memorial Award for Excellence in Educational Research in 1996 and was the Brian and Sandra O'Brien Presidential Professor from 2000 to 2004. Stoltenberg is a fellow of APA Divs. 17 (Society of Counseling Psychology) and 43 (Family) as well as the American Psychological Society and the American Association of Applied and Preventative Psychology. He has been married to his wife Peggy for 29 years and has three children: Braden, Ilea and Kara.

APA/Psi Chi Edwin B. Newman Award

George M. Slavich, doctoral candidate in clinical psychology, University of Oregon. Slavich is originally from Santa Clara, Calif., and completed undergraduate and graduate coursework at Stanford University, earning a bachelor's degree in psychology, a master's degree in personality psychology and a master's degree in communication. The following year, he received a master's degree in clinical psychology from Oregon.

Slavich's research interests focus on mood disorders, with a particular emphasis on major depressive disorder. In this line of work he investigates the roles that life stress, cognitive biases, physiological and neurobiological factors play in the genesis and maintenance of depression. His research is multimethod and longitudinal in nature and employs self-report and computer-based measures of cognitive functioning, physiological measures of arousal and functional Magnetic Resonance Imagining measures of neural activation.

Slavich is also a devoted teacher and mentor. Since 1996, he has taught more than 1,800 students in 19 courses; in 2001 he founded the Stanford Undergraduate Psychology Conference; and in 2002 he founded the Western Psychological Association Student Council.

Slavich has been honored for distinguished scholarship, research, teaching and service. In 2003 he was voted Graduate Teaching Fellow of the Year at Oregon, and in 2004 he received the Robert L. Solso Graduate Student Research Award, the Western Psychological Association/Multivariate Software Outstanding Research Award, the Society for Research in Psychopathology Smadar

Levin Award (Honorable Mention), and the first ever Psi Chi/American Psychological Society Albert Bandura Graduate Research Award.

PRACTICE

Award for Distinguished Professional Contributions to Applied Research

Gail S. Goodman, PhD, professor of psychology, University of California, Davis, and professor of forensic psychology, University of Oslo, Norway (see photo, opposite page). Goodman is an internationally acclaimed developmental psychologist whose research on child witnesses and children's memory, although theory driven, has had worldwide application to children in the legal system, especially in child maltreatment cases. Her writings are relied upon by mental health, social service and legal professionals, as well as by scientists interested in the application of research to child forensic issues. Goodman's studies concern such topics as trauma and memory, children's suggestibility, emotional effects of legal involvement, forensic interviewing, jurors' reactions to child witnesses and presentation of children's evidence in court. She has received numerous awards, including two APA Distinguished Contribution Awards this year: the 2005 Distinguished Contributions Award for Research on Public Policy and the 2005 Distinguished Professional Contributions Award for Applied Research. Her studies of child witnesses have been cited in U.S. Supreme Court and state court decisions and have influenced interpretation of the Sixth Amendment of the Constitution. She has consulted to numerous governments about child witnesses and served as president of APA Divs. 41 (American Psychology-Law Society) and 37 (Child, Youth and Family Services) and the Section on Child Maltreatment of Div. 37. Goodman received her PhD in developmental psychology from the University of California, Los Angeles.

Award for Distinguished Professional Contributions to Independent or Institutional Practice in the Private Sector

Edward A. Wise, PhD. Wise received his BS, cum laude, from Washington University in St. Louis, in 1975. He received his PhD from the University of Wyoming and completed his internship at the University of Tennessee Center for the Health Sciences at Memphis in 1980. He was employed at a mental health center before establishing a multidisciplinary group practice, where he serves as the executive director.

He was instrumental in the founding of the Division of Psychology at Methodist Hospital, in Memphis, Tenn., one of the largest medical-surgical hospitals in the country, where he provided individual and group therapy and performed psychological evaluations for patients with eating, substance abuse, personality and medical disorders. In addition to traditional mental health services, Wise has provided forensic evaluations for indigent offenders and contracted with state and national organizations to provide mental health services to inmates in correctional settings. He has also developed, implemented and empirically validated an intensive outpatient program, which operates as a hospital diversion program within his practice.

He has authored over 25 peer-reviewed publications in the areas of personality assessment, psychotherapy outcomes and program evaluation. He was recently nominated for the Health Care Hero Award by the Memphis Business Journal for collaborative work with the health-care and business communities. Wise is a fellow of the Society for Personality Assessment and has served as an ad hoc reviewer for numerous journals. He currently serves on the editorial board of the Journal for Personality Assessment.

Award for Distinguished Professional Contributions to Independent or Institutional Practice in the Public Sector

Cmdr. Morgan T. Sammons, PhD, director for clinical operations, U.S. Navy Bureau of Medicine and Surgery. Sammons received his undergraduate education at Georgetown University in Washington, D.C., and completed his graduate education at Arizona State University, where he received a doctorate in counseling psychology in 1989. He completed a clinical internship at the Naval Hospital in Bethesda, Md., and has spent his career as a psychologist on active duty in the U.S. Navy. He was in the first graduating class of the Department of Defense's Psychopharmacology Demonstration Project and continues to work as a prescribing psychologist.

He is the editor of two volumes, "Combined Treatments for Mental Disorders: A Guide to Psychological and Pharmacological Interventions" (APA, 2001) and "Prescriptive Authority for Psychologists: A History and Guide" (APA, 2003), and author of "Psychopharmacology: An Integrated Approach" (Oxford University Press, forthcoming), as well as numerous journal articles on psychopharmacology, prescriptive authority and public policy in psychological service provision. He is an associate editor for Professional Psychology: Research and Practice. He is a former president of the Maryland Psychological Association, a member of APA's Council of Representatives and current president of the National Register of Health Service Providers in Psychology. He is a fellow of APA and Divs. 19 (Society for Military Psychology), 28 (Psychopharmacology and Substance Abuse), 42 (Independent Practice) and 55 (American Society for the Advancement of Pharmacotherapy) and a diplomate of the American Board of Professional Psychology (clinical). He remains on active duty in the U.S. Navy, where he holds the rank of commander.

APA/APAGS Award for Distinguished Graduate Student in Professional Psychology

Renée E. DeRouin, doctoral candidate in industrial and organizational psychology, University of Central Florida. In DeRouin's professional practice, she has worked with two distinct underserved populations: unemployed adults in rural areas and older adults engaged in continuous lifelong learning. DeRouin's interest in enhancing the career counseling of unemployed adults began when she was hired as an intern at Workforce Central Florida (WCF). At Workforce, she designed the deployment plan for a mobile career resource center, a tool that provides unemployed adults in rural areas with access to work registration resources. Her work at WCF will undoubtedly influence how these job-seekers receive job-search assistance in the next few years.

DeRouin became interested in training older adults when she began working with the Learning Institute for Elders (LIFE), a community educational organization for older adults at the University of Central Florida (UCF). In her involvement with LIFE, she assisted in the development of a computerized training program on how to use the university library database system. Her work on this training program made it possible for over 75 adults 65 years and older to use the library database system at UCF. DeRouin is the recipient of both the Interservice/Industry Training, Simulation and Education Conference's 2004 graduate student scholarship and the APA Div. 14 (Society for Industrial and Organizational Psychology) Robert J. Wherry Best Paper Award. Her research interests include training, distance learning and stereotype threat, and her work will be appearing in the Journal of Management, Human Resource Management and Research in Personnel and Human Resource Management.

INTERNATIONAL AFFAIRS

Award for Distinguished Contributions to the International Advancement of Psychology

Charles Spielberger, PhD, professor emeritus, University of South Florida. Spielberger is recognized for his outstanding contributions to cross-cultural research, the development of psychometric measures that are widely used throughout the world and his exceptionally effective and dedicated leadership in international organizations. He has given lectures, colloquia and seminars at more than 100 universities in numerous countries, participated in 50 international congresses, and organized and coordinated four NATO-sponsored Advanced Study Institutes in Bavaria, Norway, Italy and England.

Author, co-author or editor of more than 400 publications, his State-Trait Anxiety Inventory has been translated and adapted in 66 languages and dialects. Spielberger has also served on the editorial boards of the International Journal of Stress Management, the Interamerican Journal of Psychology, the British Journal of Clinical Psychology and the Indian Journal of Psychology. He was editor-in-chief of the Encyclopedia of Applied Psychology, sponsored by the International Association of Applied Psychology and published in 2004.

His leadership positions have included serving as president of the International Society for Stress and Anxiety Research, the International Stress Management Association, the International Council of Psychology and, for the past 20 years, as a board member and president of the International Association of Applied Psychology, the world's largest membership organization of psychologists. In 1991 and 1992, Spielberger served as the 100th APA president, and recently received the American Psychological Foundation's Gold Medal Award for Life Achievement in Applications of Psychology.

Gary Melton, PhD, professor of psychology and director of the Institute on Family and Neighborhood Life, Clemson University. Melton is a fellow in the Centre for Psychology and Law at the University of the Free State in South Africa. As president of Childwatch International, a global network of child research centers that is supported by the Norwegian Ministry of Foreign Affairs, Melton helped to strengthen centers or consortia in developing and transitional countries, especially emerging democracies. He also convened numerous study groups on global issues related to child well-being.

Melton is currently leading a seven-country network of universities planning collaborative research and doctoral education on international family and community studies. In recent years, much of Melton's scholarship and public service has focused on the application of international human-rights law to issues pertaining to children and families. Having visited 40 countries and territories, Melton also has written and consulted widely about the development of legal architecture to support fulfillment of children's rights. As a Fulbright professor, he conducted an influential study of the Norwegian ombudsman for children.

A former member of the APA Committee on International Relations in Psychology, Melton is president of the American Orthopsychiatric Association and a former president of APA Divs. 41 (American Psychology-Law Society) and 37 (Child, Youth and Family Services). He has previously received distinguished contribution awards for work in the public interest from APA (twice), Divs. 18 (Public Service) and 37, the American Psychological Foundation, Psi Chi and Prevent Child Abuse America.

International Humanitarian Award

F.H. Eduardo Almeida, PhD, senior faculty professor, Universidad Iberoamericana Puebla. Almeida earned a PhD in social psychology from Cornell University in 1976. He is the 2004-2006 president of Proyecto de Animación y Desarrollo, A.C. (PRADE), a nongovernmental organization (NGO) created in 1974 for the improvement of the well-being of peasant and indigenous people by promoting an authentic regional social transformation. In 1977, he joined this NGO and since then he has collaborated in facing the intercultural conflicts involved in the Mexican collective identity crisis and in the indigenous demands for autonomy. He founded in 1989 the Takachiualis (Mutual aid) Commission for Human Rights in the Sierra Norte de Puebla (Mexico) to help a particularly vulnerable population understand and fight for its legal rights. He has actively supported initiatives for the improvement of the material daily lives of the people of the San Miguel Tzinacapan area: water supply systems of three villages and stone paving of the streets. He has been strongly interested and actively involved in the intellectual growth of the villagers.

Almeida has served as research professor focused on community social psychology at National University of Mexico, 1979-1997, the University of Puebla, 1989-1997, and Universidad Iberoamericana Puebla, 1997-2005. His interests are in the areas of social psychology, human rights, nonformal education and participatory research methodologies. His academic and promotional work have taken him all over Mexico and abroad to South Korea, India, Israel, Hungary, France, the United States, Brazil and Chile, creating bridges between academic settings and NGOs.

--COMPILED BY APA STAFF