DW Dance

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Founds institute to study the family In 1960, Ackerman opened the Institute for Family Studies and Treatment, a nonprofit organization devoted to promoting family mental health. The Institute’s premise was (and is) that if the family is healthy, the individual will be healthy and ultimately produce a healthier society. Ackerman developed a program for researchthat greatly furthered the effectiveness of the Institute.

He served as the director of this establishment up until his death, when it was renamed the Nathan W. Ackerman Institute (usually known as the Ackerman Institute) in his honor. The Institute has its own journal, Family Process, which was the first ever family therapy journal, started by Ackerman in association with Don Jackson. This journal remains a principal reference for other professionals in the field. Today the Ackerman Institute is considered perhaps the finest facility for family psychology in the world.

In addition to being a fellow of the American Board of Psychiatry and the New York Academy of Medicine, Ackerman was also president (1957–59) of the Association of Psychoanalytic Medicine, as well as a member of the Academy of Child Psychiatry, the American Psychopathalogical Society, and the New York Council of Child Psychiatry. Ackerman died on June 12, 1971, and was buried in Westchester Hills Cemetery, Hastings on Hudson, NewYork. Patricia Skinner

Further Reading
Ackerman Institute www.ackerman.org.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

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Ackerman published The Unity of the Family and Family Diagnosis: An Approach to the Preschool Child in 1938, both of which contributed to the initial promotion of the theory of family therapy. In 1950 Ackerman wrote a book on anti-Semitism in collaboration with Marie Jahoda. Sponsored by the American Jewish Committee, Anti-Semitism and Emotional Disorder, a Psychoanalytic Interpretation examines and analyzes the phenomenon and offers possible solutions. He went on to write many books during his career, including The Psychodynamics of Family Life (1958) and Treating the Troubled Family (1966). He coauthored several books, including Exploring the Base for Family Therapy and published more than 100 articles in professional journals.

Ackerman is widely acknowledged as a pioneer in his field and credited with developing the concept of family psychology. In 1955 he was the first to initiate a debate on family therapy at a meeting of the American Orthopsychiatric Association, with the intention of opening lines of communication in this new branch of psychiatry.

He believed that the mental or physical disposition of one family member would affect other family members, and that often the best way to treat the individual was to treat the family as a whole. In fact he was a very strong advocate of treating the whole family in order to solve the problems of the individual. He devoted most of
his career to family psychotherapy.

Ackerman’s work was deeply appreciated by his peers, as evidenced by the number of awards bestowed upon him. He received the Rudolph Meyer award from the Association for Improvement to Mental Health in 1959. He was also the recipient of the Wilfred Hulse award for group psychotherapy in 1965.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

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Yet further skepticism about achievement test results comes from critics who contend that teachers frequently plan their lessons and teaching techniques to foster success on such tests. This “teaching to the test” technique used by some teachers makes comparisons with other curricula difficult; thus, test scores resulting from the different methods become questionable as well. Test anxiety may also create unreliable results. Students who experience excessive anxiety when taking tests may perform below their level of achievement. For them, achievement tests may prove little more than their aversion to test-taking.

Further Reading
Houts, Paul L., ed. The Myth of Measurability. New York: Hart Publishing Co., 1977.
Wallace, Betty, and William Graves. Poisoned Apple: The Bell-Curve Crisis and How Schools Create Mediocrity and Failure. New York: St. Martin’s Press, 1995.

Nathan Ward Ackerman
1908-1971
Psychologist and educator noted for his work as a family therapist, particularly for his ability to look beyond the traditional assessment of families and to accurately assess the way that family members relate to each other.

Nathan Ward Ackerman was born in Bessarabia, Russia on November 22, 1908. His parents were pharmacist pharmacist David Ackerman and Bertha (Greenberg) Ackerman. They came to the United States in 1912, and were naturalized in 1920. He was married to Gwendolyn Hill on October 10, 1937. They had two daughters, Jeanne and Deborah.

Ackerman attended a public school in New York City. In 1929 he was awarded a B.A. from Columbia University, and in 1933 earned his M.D. from the same university. After a short spell (1933–34) as an intern at the Montefiore Hospital in New York, he interned at the Menninger Clinic and Sanitorium in Topeka, Kansas. Hejoined their psychiatric staff in 1935.

He assumed the post of chief psychiatrist at the Menninger Child Guidance Clinic in 1937. For the next fourteen years, Ackerman was also chief psychiatrist to the Jewish Board of Guardians in New York City. During this period, he had numerous positions at a variety of institutions in New York City. Ackerman acted as psychiatrist to the Red Cross Rehabilitation Clinic during World War II, and also worked as a consultant to the department of scientific research when it was first established by Max Horkheimer in 1944. After the war, Ackerman assumed the post of clinical professor of psychiatry at Columbia University, and later lectured at the New York School of Social Work, a part of Columbia University. He also lectured (1944–48) at the Visiting Nurse Service and the Community Service Society.

In addition to his active career in New York City, Ackerman served as visiting professor of psychiatry for a number of universities, including Tulane University and the University of North Carolina. In 1952 Ackerman served as a member of the White House Conference on Children in Washington D.C.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

See Motivation, Achievement tests
Standardized tests, administered to groups of students, intended to measure how well they have learned information in various academic subjects.

Spelling tests, timed arithmetic tests, and map quizzes are all examples of achievement tests. Each measures how well students can demonstrate their knowledge of a particular academic subject or skill. Achievement tests on a small scale like these are administered frequently in schools. Less frequently, students are given more inclusive achievement tests that cover a broader spectrum of information and skills. For instance, many states now require acceptable scores on “proficiency” tests at various grade levels before advancement is allowed. Admission to colleges and graduate studies depends on achievement tests such as the Scholastic Assessment Test (SAT), which attempts to measure both aptitude and achievement, the Graduate Record Exam (GRE), the Law School Admissions Test (LSAT), and the Medical College Admissions Test (MCAT). The Iowa Test of Basic Skills (ITBS) and the California Achievement Test (CAT) are examples of achievement tests given to many elementary school studentsaround the United States.

Useful achievement tests must be both reliable and valid. Reliable tests are consistent and reproducible. That is, a student taking a similar test, or the same test at a different time, must respond with a similar performance. Valid tests measure achievement on the subject they are intended to measure. For example, a test intended to measure achievement in arithmetic—but filled with difficult vocabulary—may not measure arithmetic achievement at all. The students who score well on such a test may be those who have good vocabularies or above-average reading ability in addition to appropriate arithmetic skills. Students who fail may have achieved the same arithmetic
skills, but did not know how to demonstrate them. Such tests would not be considered valid. In order for reliable comparisons to be made, all standardized tests, including achievement tests, must be given under similar conditions and with similar time limitations and scoring procedures. The difficulty of maintaining consistency in these administration procedures makes the reliability of such tests questionable, critics contend.

Many researchers point to another problem with achievement tests. Because it is difficult to distinguish in test form the difference between aptitude — innate ability— and achievement—learned knowledge or skills—the results of tests that purport to measure achievement alone are necessarily invalid to some degree. Also, some children attain knowledge through their experiences, which may assist them in tests of academic achievement. The presence of cultural biases in achievement tests is a frequent topic of discussion among educators, psychologists, and the public at large. Political pressure to produce high scores and the linking of achievement to public funds for schools have also become part of the achievement-test controversy.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland

The process of adapting to or adopting the practices of a culture different from one’s own.

Acculturation is the process of learning about and adapting to a new culture. A new culture may require adjustments in all or some of the aspects of daily living, including language, work, shopping, housing, children’s schooling, health care, recreation, and social life. Relocation to a society that is similar to one’s own requires less acculturation than moving to a society where cultural norms are unfamiliar. For example, moving to a society where women’s roles are different from those of one’s home culture can cause feelings of isolation andconfusion for the adult women of the family.

Acculturation is different in subtle ways from assimilation: assimilation involves being absorbed into the new culture. A popular metaphor for this process was introduced in 1908 by the playwright Israel Zangwill with his work, The Melting Pot. Acculturation, on the other hand, is the process of learning the practices and customs of a new culture. People can assimilate without being acculturated. The distinctively dressed Hasidim of Brooklyn or the Mormons of Utah are not completely acculturated to contemporary American society, but they are assimilated. Understanding the distinction between acculturation and assimilation is important for public policy and for society’s ability to grow and functionsmoothly.

A homogeneous consumer culture worldwide has changed the nature of acculturation. People all over the globe watch the same news reports on CNN, rent the same movies, watch the same television programs, eat the same pizzas and burgers from fast food franchises, and many of the world’s families have made at least one visit to a Disney theme park. Immigrants to a new country may already be very familiar with the customs and lifestyle of their new home.

Cultural pluralism and multiculturalism
American sociologist Horace Kallen argues that it is unrealistic and counterproductive to force new immigrants to abandon their familiar, lifelong cultural attributes when they arrive in the United States. Instead of the concept of the “melting pot,” Kallen prescribed what he called “cultural pluralism.” Cultural pluralism views U.S. society as a federation rather than a union. Sometimes referred to as multiculturalism, this approach suggests that each group of ethnic Americans has rights, such as representation in government according to their percentage of the total population, and the  right to speak and work in their native language. However, English-language culture and social influences continue to dominate, but African American, Hispanic, Jewish, Italian, Asian, and other ethnic influences are certainly apparent.

Further Reading
Gordon, Milton Myron. Assimilation in American Life: The Role of Race, Religion, and National Origins. New York: Oxford University Press, 1964.
Jacobson, Adam R. “Changing With the Times.” Hispanic 7, (March 1994): 20+.                                                                                                        Portes, Alejandro and Min Zhou. “Should Immigrants Assimilate?” The Public Interest, (Summer 1994): 18+.
Richey, Marilyn. “Global Families: Surviving an Overseas Move.” Management Review 85, (June 1996): 57+.
Salins, Peter D. Assimilation, American Style. New York: Basic Books, 1997.

Taken from : The Gale Encyclopedia Of Psychology 2ND Edition - Bonnie Strickland