395:. He acknowledged that the current concepts in mental health were focused on end-state conditions (Cowen, 1973). That is, current interventions focused on undoing psychological damage once it passed a critical point. He found this method frustrating, costly, time-consuming, culture-bound, unavailable, and ineffective with large portions of society. This idea, spawned through his observations and frustrations in graduate school, lead to his widespread research and initiatives to effectively reach many more individuals. The shift in his approach was captured in a response to a request from the Annual Review of Psychology to write a review on psychotherapy in the mid-1960s. Cowen reported that despite his research and experience in psychotherapy, he refused to write a review. He saw one-on-one initiatives as an ineffective method for treating mental illness out of existence. Rather, he saw a more vital and effective way of approaching these problems through the schools and community (Albee, 2000). The limitations of psychotherapy effectively pushed Cowen to develop what is now known as
338:
Lela
Rowland Prevention Award of the National Mental Health Association, 1989 Award for Distinguished Contributions to Psychology in the Public Interest, and the 1995 Seymour B. Sarason Award for novel and critical rethinking of basic assumptions and approaches in the human services, education, and other areas of community research and action. Further, he also received the Creative Community Program Award from the New York State Division of Youth, and the Outstanding Research Contribution Award from the NY State Psychological Association. Locally, he was awarded with the John Romano Award from the Mental Health Association of Rochester/Monroe Country and the Community Volunteer Service Award from
334:. He also held roles outside the walls of academia: he was president of APA Division 26 (Community Psychology) in 1974. Later, he served on the 1981β1988 APA Task Force on Promotion and Prevention in Mental Health. In 1978, he was a member of the Prevention Task Panel of President Carter's Commission on Mental Health. This panel was an interdisciplinary team that reviewed literature on primary prevention, which subsequently lead to a report that pushed for initiatives designed to give prevention an increased emphasis within NIMH.
418:
1982a), proposed suggestions for models of primary prevention in mental health (Cowen, 1982b; Cowen, 1984), and also provided guides for training in primary prevention (Cowen, 1984b; Price, Cowen, Lorion, & Ramos-McKay, 1988). When evaluating his research during this period, his sole and remarkable influence on primary prevention at the time is reinforced by the number of first and single author publications on primary prevention. It is also evident that he had a collaborative relationship with
407:
exactly what he went on to do. His scientific inquiry directly influenced his basic research and indirectly strengthened his impact on the field as a whole and to those individuals he served. Not only did he implement programs that he thought would be more effective, but he made great efforts to evaluate the effectiveness of the programs he implemented. This constant evaluation is documented in both article (Cowen, Gesten, & Wilson, 1979) and book publications (Cowen et al., 1996).
342:. At the University of Rochester he was also honored with the University of Rochester Graduate Teaching Award. In addition to receiving many awards, in 1977 the Society for Community Research and Action (APA Division 27) created the Emory L. Cowen Dissertation Award for the Promotion of Wellness. This is awarded to the best dissertation within the range of topics that characterized Cowen's research program in wellness and prevention.
168:
426:
competence building interventions in the elementary schools. Publications on competence building interventions continued (Cowen, 1985), as well as correlates of perceived competence in at risk youth (Wyman, Cowen, Hightower, & Pedro-Carroll, 1985). His focus on resilience is seen in his study of resilient children (Cowen & Work, 1988; Cowen, Wyman, Work, & Parker, 1990), correlates of
66:
25:
434:
psychology. As such, it is only fitting that in the final pages of The
Promotion of Children and Wellness (2000), which was written in his honor, Cowen contributed a chapter that critically assessed the future and shortcomings of wellness and preventions. His research, programs, and overall influence has left lasting impression on the field of psychology.
422:, more than one third of Cowen's publications from 1977 to 1987 were coauthored by Gesten (21 out of 62). Joint publications covered a range of topics covering children's adjustment problems and potential layperson caregivers (i.e. barbers). Cowen contributed to the field of community psychology through his own individual ideas and through collaborations.
350:, a pioneer in primary prevention has described Cowen as, βthe tallest oak in the forest of prevention- sturdy, productive, deeply-rooted, and a guide to those unsure of their way. When the history of prevention is written a hundred years hence, Cowen's ideas, achievements, and influence will lead all the restβ (Albee, 2000).
388:(Cowen, & Cruickshank, 1948; Cruickshank & Cowen, 1948) mirrored the intent of the work he later pursued in the evaluation of children. Maybe most importantly, his studies graduate school lead to two noteworthy realizations, which became the foundation for what colored the rest of his career.
425:
From the late 1980s until his death, his publications moved away from primary prevention broadly, and towards targeting approaches that specifically contribute to primary prevention, such as competence, resilience, and empowerment. In 1981, he published an article with
Weissberg and others regarding
325:
Over the course of his career he held numerous influential positions. At the
University of Rochester, Cowen was quickly promoted to Professor, and was later appointed as the Director of Clinical Training and the Associate Chairman of the Psychology Department. In addition, he served as associate or
248:
who pioneered the promotion of wellness in mental health. Cowen is widely considered one of the fathers of community psychology and community mental health due to his research and implementation of early detection and primary and secondary prevention in mental health. In the field of psychology, he
406:
at
Syracuse University. It was then that he conceived his affinity for scientific inquiry, which was consistently reflected throughout his career. Cowen went on to value data and to push the implications of his findings. This encouraged the development and creation of new ways f thinking, which is
337:
Cowen has been honored with numerous awards from organizations for his pioneering efforts. These honors include the 1960 NIMH Special Senior
Research Fellowship at the University of Paris, the 1979 Division 27 Distinguish Contribution Award to Community Psychology and Community Mental Health, 1984
277:
from 1940 to 1944 and received his bachelor's degree in psychology. He was the first in his family to attain a degree in higher education and his parents had visions of him becoming a history teacher, or even a lawyer with his degree. Cowen was less certain about his career goals. After receiving
417:
During the late 1970s to the 1980s his focus was on the primary prevention of mental health, as captured by publication titles such as The Wooing of
Primary Prevention (Cowen, 1980). He explored and documented the opportunities and barriers in the primary prevention movement (Cowen, 1977; Cowen,
409:
Overall, the evolution of his research and publication history reflects the trajectory of his thought over his lifetime. From the beginning, in the 1950s until his death he published related to PMHP. Publications included books, such as New Ways in School and Mental Health (1975) and School Based
362:
Broadly, Cowen and colleagues created programs that target three areas: 1) training skills and competencies known to promote wellness, 2) modifying educational practices to enhance children's adaptation skills, and 3) helping children at risk cope with stressors (Emory L. Cowen, 1990). A detailed
433:
Along the trajectory of Cowen's research, he constantly raised new questions and created new avenues. He was not only quick to consider and explore the potential of an idea or thought, but also the concomitant limitations, which contributed significantly to his pioneering influence in community
345:
Cowen spread his influence through conceptual, empirical, and human service advances in the field. He touched the lives of the children he researched and his colleagues, students, friends and family. Cowen's research program spanned decades and his influence certainly surpasses his death from
358:
The most influential and important contribution of Cowen's career was the
Primary Mental Health Program. Cowen and colleagues developed the well-defined and researched program to initiate early detection of emotional disturbances in the school setting and implement secondary prevention using
359:
non-professionals in the context of school. The project began in a single
Rochester, New York elementary school in 1957 and was eventually implemented in over 500 school districts around the world. This helped shift mental health concepts and programs in more preventative directions.
290:, convinced him to further his education in the field of psychology. At the time, Abraham Maslow had emphasized the new development of non-directive therapy within the field of psychology; thus in 1946, Cowen applied to and was accepted in a Clinical Psychology Program at
430:(Wyman, Cowen, Work, & Parker, 1991), and a step further into the specific predictors of resilience (Wyman, et al., 1992). Cowen's publications increasingly focused on the promotion of factors that contribute to overall wellness (Cowen, 1994; Cowen, 2000).
371:
Cowen's research mapped nicely onto the programs he studied and implemented. In contrast, the research conducted by Cowen as a graduate student was different from the research he pursued later in life. In graduate school he began with topics such as
265:, which left a lasting impression and became roots with which he identified throughout his life. Cowen married his high school sweetheart Renee Senna. Together they had four children: Rick, Peter, Lisa, and Andy, and later four grandchildren.
1127:
Weissberg, R. P.; Gesten, E. L.; Carnrike, C. L.; Toro, P. A.; Rapkin, B. D.; Davidson, E.; Cowen, E. L. (1981). "Social problem-solving skills training: A competence-building intervention with second-to fourth-grade children".
322:, publishing over 300 articles, and mentoring approximately 80 graduate students, many of whom have continued on to become leaders in the field and perpetuate the legacy that began under Cowen's supervision.
798:
Cowen, E. L.; Chinsky, J. M.; Rappaport, J. (1980). "The 1979 Division 27 Award for
Distinguished Contributions to Community Psychology and Community Mental Health: Emory L. Cowen".
1157:
Wyman, P. A.; Cowen, E. L.; Work, W. C.; Parker, G. R. (1991). "Developmental and family milieu correlates of resilience in urban children who have experienced major life stress".
1090:
Farie, A. M.; Cowen, E. L.; Smith, M. (1986). "The development and implementation of a rural consortium program to provide early, preventive school mental health services".
947:
1229:
Wyman, P. A.; Cowen, E. L.; Hightower, A. D.; Pedro-Carroll, J. L. (1985). "Perceived competence, self-esteem, and anxiety in latency-aged children of divorce".
1367:
1021:
Cowen, E. L.; Wyman, P. A.; Work, W. C.; Parker, G. R. (1990). "The Rochester Child Resilience Project: Overview and summary of first year findings".
327:
363:
review of the program was documented and published in the book School Based Prevention for Children at Risk: The Primary Mental Health Project.
931:
885:
Cowen, E. L.; Gesten, E. L.; Wilson, A. B. (1979). "The Primary Mental Health Project (PMHP): evaluation of current program effectiveness".
715:
Cowen, E. L. (1985). "Person-centered approaches to primary prevention in mental health: Situation-focused and competence-enhancement".
384:. Although these topics seem unrelated to his work, that was far from the case. On one hand, collaboration during graduate school with
177:
228:
210:
149:
52:
391:
One of his early realizations was based on his experience with nondirective therapy. He became convinced there were limitations to
1382:
318:(PMHP), which is one of the most remarkable preventative initiatives, founding and directing the Center for Community Study in
83:
38:
1272:
1080:
523:
130:
87:
102:
1196:"Interviews with children who experienced major life stress: Family and child attributes that predict resilient outcomes"
314:: he remained there until he retired. Throughout his career he made many notable contributions, including initiating the
282:
for the next two years, from 1944 to 1946. Upon his return, a well-known and distinguished psychology faculty member at
385:
411:
109:
1050:
Cruickshank, W. M.; Cowen, E. L. (1948). "Group therapy with physically handicapped children. I: Report of study".
331:
315:
414:(Cowen, 1973), and numerous journal articles (Cowen, Gesten, & Wilson, 1979; Farie, Cowen, & Smith, 1986)
76:
657:
Cowen, E. L. (1984a). "A general structural model for primary prevention program development in mental health".
181:
116:
864:
Cowen, E. L.; Cruickshank, W. M. (1948). "Group therapy with physically handicapped children. II: Evaluation".
427:
620:
Cowen, E. L. (1982b). "The Special Number: A complete roadmap. Primary prevention research in mental health".
1282:
Cicchetti, D.; Rappaport, J.; Sandler, I.; Weissberg, R. P. (2001). "Obituary: Emory L. Cowen (1926β2000)".
311:
98:
1259:
984:
Cowen, E. L.; Work, W. C. (1988). "Resilient children, psychological wellness, and primary prevention".
835:
Cowen, E. L.; Combs, A. W. (1950). "Follow-up study of 32 cases treated by nondirective psychotherapy".
403:
922:
Cowen, E. L.; Hightower, A. D.; Pedro-Carroll, J. L.; Work, W. C.; Wyman, P. A.; Haffey, W. G. (1996).
1194:
Wyman, P. A.; Cowen, E. L.; Work, W. C.; Raoof, A.; Gribble, P. A.; Parker, G. R.; Wannon, M. (1992).
1377:
1372:
419:
396:
377:
373:
295:
291:
44:
1182:
1145:
1115:
1038:
1009:
941:
910:
823:
777:
740:
703:
645:
558:
258:
752:
Cowen, E. L. (1994). "The enhancement of psychological wellness: Challenges and opportunities".
1343:
1268:
1217:
1174:
1107:
1076:
1001:
972:
927:
902:
852:
815:
769:
732:
695:
637:
608:
579:
550:
519:
502:
473:
1312:
1291:
1238:
1207:
1166:
1137:
1099:
1059:
1030:
993:
964:
955:
Cowen, E. L.; Thompson, G. G. (1951). "Problem solving rigidity and personality structure".
894:
873:
844:
807:
761:
724:
687:
666:
629:
600:
542:
494:
465:
283:
274:
262:
123:
249:
initiated the shift from treating dysfunction to preventing problems before they occurred.
381:
410:
Prevention for Children at Risk: the Primary Mental Health Program (1996), an article in
591:
Cowen, E. L. (1982a). "Primary prevention research: Barriers, needs and opportunities".
516:
New Ways in School Mental Health: Early Detection and Prevention of School Maladaptation
498:
670:
287:
1361:
1212:
1195:
1149:
1042:
649:
443:
392:
319:
1186:
1119:
1013:
914:
827:
781:
744:
707:
562:
347:
245:
192:
789:
Cowen, E. L. (2000). "Community psychology and routes to psychological wellness".
1295:
1242:
299:
65:
1340:
Formboard Performance in Mongoloid, Undifferentiated and Brain-Injured Children
924:
School-based prevention for children at risk: The primary mental health project
1034:
456:
Cowen, E. L. (1954). "The 'negative self-concept' as a personality measure".
1347:
279:
976:
856:
612:
477:
1221:
1178:
1111:
1005:
819:
773:
736:
699:
678:
Cowen, E. L. (1984b). "Training for primary prevention in mental health".
641:
583:
506:
1263:. In Cicchetti, D.; Rappaport, J.; Sandler, I.; Weissberg, R. P. (eds.).
906:
554:
1170:
1141:
1103:
997:
898:
811:
765:
728:
691:
633:
604:
546:
339:
188:
1316:
1063:
968:
877:
848:
469:
1200:
Journal of the American Academy of Child & Adolescent Psychiatry
1071:
Price, R. H.; Cowen, E. L.; Lorion, R. P.; Ramos-McKay, J. (1988).
261:
in 1926. He was raised on the βstreets of Brooklynβ during the
161:
59:
18:
533:
Cowen, E. L. (1977). "Baby-steps toward primary prevention".
330:, the Journal of Consulting and Clinical Psychology, and the
1073:
Fourteen ounces of prevention: A casebook for practitioners
485:
Cowen, E. L. (1973). "Social and community interventions".
570:
Cowen, E. L. (1980). "The wooing of primary prevention".
1075:. Washington, DC: American Psychological Association.
302:. Cowen received his doctorate from Syracuse in 1950.
326:advisory editor of several journals, including the
90:. Unsourced material may be challenged and removed.
1342:(Thesis). Rochester, NY: University of Rochester.
1258:
1265:Promotion of Wellness in Children and Adolescents
1267:. Washington, DC: CWLA Press. pp. ixβxiv.
310:Cowen began his career as a faculty member at
957:The Journal of Abnormal and Social Psychology
837:The Journal of Abnormal and Social Psychology
8:
402:Cowen's second realization was fostered by
244:(1926 β November 30, 2000) was an American
53:Learn how and when to remove these messages
946:: CS1 maint: location missing publisher (
191:. Please do not remove this message until
1211:
229:Learn how and when to remove this message
211:Learn how and when to remove this message
150:Learn how and when to remove this message
1159:American Journal of Community Psychology
1130:American Journal of Community Psychology
986:American Journal of Community Psychology
887:American Journal of Community Psychology
800:American Journal of Community Psychology
754:American Journal of Community Psychology
717:American Journal of Community Psychology
680:American Journal of Community Psychology
622:American Journal of Community Psychology
572:American Journal of Community Psychology
535:American Journal of Community Psychology
328:American Journal of Community Psychology
187:Relevant discussion may be found on the
1330:
278:his bachelor's degree he served in the
939:
518:. New York, NY: Human Sciences Press.
7:
1231:Journal of Clinical Child Psychology
294:, for graduate school to study with
88:adding citations to reliable sources
1368:20th-century American psychologists
499:10.1146/annurev.ps.24.020173.002231
671:10.1111/j.2164-4918.1984.tb00261.x
659:The Personnel and Guidance Journal
346:leukemia in 2000 (Sarason, 2001).
14:
1052:Journal of Educational Psychology
866:Journal of Educational Psychology
593:The Journal of Primary Prevention
34:This article has multiple issues.
1213:10.1097/00004583-199209000-00019
791:Handbook of Community Psychology
458:Journal of Consulting Psychology
166:
64:
23:
1092:Community Mental Health Journal
1023:Development and Psychopathology
75:needs additional citations for
42:or discuss these issues on the
1:
332:Journal of Primary Prevention
316:Primary Mental Health Project
1296:10.1037/0003-066X.56.6-7.514
1243:10.1207/s15374424jccp1401_4
793:. Springer. pp. 79β99.
487:Annual Review of Psychology
412:Annual Review of Psychology
193:conditions to do so are met
1399:
1035:10.1017/S0954579400000705
428:psychological resilience
1383:Brooklyn College alumni
1338:Hooker, Olivia (1961).
312:University of Rochester
298:, a former student of
1305:American Psychologist
1284:American Psychologist
1257:Albee, G. W. (2000).
514:Cowen, E. L. (1975).
16:American psychologist
1311:(4): 477β479. 1990.
397:community psychology
374:nondirective therapy
84:improve this article
386:William Cruickshank
354:Program development
292:Syracuse University
180:of this article is
1303:"Emory L. Cowen".
1171:10.1007/BF00938033
1142:10.1007/BF00918172
1104:10.1007/BF00754548
998:10.1007/BF00922773
926:. Washington, DC.
899:10.1007/BF00890693
812:10.1007/BF00894342
766:10.1007/BF02506861
729:10.1007/BF00923258
692:10.1007/BF00897049
634:10.1007/BF00896492
605:10.1007/BF01324206
547:10.1007/BF00884781
404:George G. Thompson
259:Brooklyn, New York
257:Cowen was born in
933:978-1-55798-353-4
438:Graduate students
239:
238:
231:
221:
220:
213:
160:
159:
152:
134:
57:
1390:
1352:
1351:
1335:
1320:
1317:10.1037/h0091597
1299:
1290:(6β7): 514β515.
1278:
1262:
1246:
1225:
1215:
1190:
1153:
1123:
1086:
1067:
1064:10.1037/h0063012
1046:
1017:
980:
969:10.1037/h0059580
951:
945:
937:
918:
881:
878:10.1037/h0056681
860:
849:10.1037/h0053590
831:
794:
785:
748:
711:
674:
653:
616:
587:
566:
529:
510:
481:
470:10.1037/h0059364
284:Brooklyn College
275:Brooklyn College
263:Great Depression
234:
227:
216:
209:
205:
202:
196:
170:
169:
162:
155:
148:
144:
141:
135:
133:
99:"Emory L. Cowen"
92:
68:
60:
49:
27:
26:
19:
1398:
1397:
1393:
1392:
1391:
1389:
1388:
1387:
1358:
1357:
1356:
1355:
1337:
1336:
1332:
1327:
1302:
1281:
1275:
1256:
1253:
1251:Further reading
1228:
1193:
1156:
1126:
1089:
1083:
1070:
1049:
1020:
983:
954:
938:
934:
921:
884:
863:
834:
797:
788:
751:
714:
677:
656:
619:
590:
569:
532:
526:
513:
484:
455:
452:
442:Cowen mentored
440:
420:Ellis L. Gesten
408:
382:problem solving
378:threat rigidity
369:
356:
308:
296:Arthur W. Combs
271:
255:
235:
224:
223:
222:
217:
206:
200:
197:
186:
171:
167:
156:
145:
139:
136:
93:
91:
81:
69:
28:
24:
17:
12:
11:
5:
1396:
1394:
1386:
1385:
1380:
1375:
1370:
1360:
1359:
1354:
1353:
1329:
1328:
1326:
1323:
1322:
1321:
1300:
1279:
1273:
1252:
1249:
1248:
1247:
1226:
1206:(5): 904β910.
1191:
1165:(3): 405β426.
1154:
1136:(4): 411β423.
1124:
1087:
1081:
1068:
1058:(4): 193β215.
1047:
1029:(2): 193β212.
1018:
992:(4): 591β607.
981:
963:(2): 165β176.
952:
932:
919:
893:(3): 293β303.
882:
872:(5): 281β297.
861:
843:(2): 232β258.
832:
806:(3): 253β284.
795:
786:
760:(2): 149β179.
749:
712:
686:(2): 253β259.
675:
665:(8): 485β490.
654:
628:(3): 239β250.
617:
599:(3): 131β137.
588:
578:(3): 258β284.
567:
530:
524:
511:
493:(1): 423β472.
482:
464:(2): 138β142.
451:
448:
439:
436:
368:
365:
355:
352:
307:
304:
288:Abraham Maslow
270:
267:
254:
251:
242:Emory L. Cowen
237:
236:
219:
218:
174:
172:
165:
158:
157:
72:
70:
63:
58:
32:
31:
29:
22:
15:
13:
10:
9:
6:
4:
3:
2:
1395:
1384:
1381:
1379:
1376:
1374:
1371:
1369:
1366:
1365:
1363:
1349:
1345:
1341:
1334:
1331:
1324:
1318:
1314:
1310:
1306:
1301:
1297:
1293:
1289:
1285:
1280:
1276:
1270:
1266:
1261:
1255:
1254:
1250:
1244:
1240:
1236:
1232:
1227:
1223:
1219:
1214:
1209:
1205:
1201:
1197:
1192:
1188:
1184:
1180:
1176:
1172:
1168:
1164:
1160:
1155:
1151:
1147:
1143:
1139:
1135:
1131:
1125:
1121:
1117:
1113:
1109:
1105:
1101:
1098:(2): 94β103.
1097:
1093:
1088:
1084:
1078:
1074:
1069:
1065:
1061:
1057:
1053:
1048:
1044:
1040:
1036:
1032:
1028:
1024:
1019:
1015:
1011:
1007:
1003:
999:
995:
991:
987:
982:
978:
974:
970:
966:
962:
958:
953:
949:
943:
935:
929:
925:
920:
916:
912:
908:
904:
900:
896:
892:
888:
883:
879:
875:
871:
867:
862:
858:
854:
850:
846:
842:
838:
833:
829:
825:
821:
817:
813:
809:
805:
801:
796:
792:
787:
783:
779:
775:
771:
767:
763:
759:
755:
750:
746:
742:
738:
734:
730:
726:
722:
718:
713:
709:
705:
701:
697:
693:
689:
685:
681:
676:
672:
668:
664:
660:
655:
651:
647:
643:
639:
635:
631:
627:
623:
618:
614:
610:
606:
602:
598:
594:
589:
585:
581:
577:
573:
568:
564:
560:
556:
552:
548:
544:
540:
536:
531:
527:
521:
517:
512:
508:
504:
500:
496:
492:
488:
483:
479:
475:
471:
467:
463:
459:
454:
453:
449:
447:
445:
444:Olivia Hooker
437:
435:
431:
429:
423:
421:
415:
413:
405:
400:
398:
394:
393:psychotherapy
389:
387:
383:
379:
375:
366:
364:
360:
353:
351:
349:
343:
341:
335:
333:
329:
323:
321:
320:Rochester, NY
317:
313:
305:
303:
301:
297:
293:
289:
285:
281:
276:
268:
266:
264:
260:
252:
250:
247:
243:
233:
230:
215:
212:
204:
194:
190:
184:
183:
179:
173:
164:
163:
154:
151:
143:
132:
129:
125:
122:
118:
115:
111:
108:
104:
101: β
100:
96:
95:Find sources:
89:
85:
79:
78:
73:This article
71:
67:
62:
61:
56:
54:
47:
46:
41:
40:
35:
30:
21:
20:
1339:
1333:
1308:
1304:
1287:
1283:
1264:
1237:(1): 20β26.
1234:
1230:
1203:
1199:
1162:
1158:
1133:
1129:
1095:
1091:
1072:
1055:
1051:
1026:
1022:
989:
985:
960:
956:
923:
890:
886:
869:
865:
840:
836:
803:
799:
790:
757:
753:
723:(1): 31β48.
720:
716:
683:
679:
662:
658:
625:
621:
596:
592:
575:
571:
538:
534:
515:
490:
486:
461:
457:
450:Publications
441:
432:
424:
416:
401:
390:
370:
361:
357:
348:George Albee
344:
336:
324:
309:
273:He attended
272:
256:
246:psychologist
241:
240:
225:
207:
198:
176:
146:
137:
127:
120:
113:
106:
94:
82:Please help
77:verification
74:
50:
43:
37:
36:Please help
33:
1378:2000 deaths
1373:1926 births
541:(1): 1β22.
300:Carl Rogers
1362:Categories
1325:References
1274:0878687912
1260:"Foreword"
1082:1557980365
525:087705214X
178:neutrality
110:newspapers
39:improve it
1150:143824880
1043:146360468
942:cite book
650:143535032
280:U.S. Navy
269:Education
253:Biography
201:June 2023
189:talk page
140:June 2023
45:talk page
1348:17657929
1187:12957097
1120:23954302
1014:36607923
977:14840998
915:44502496
857:15415186
828:36451532
782:26462725
745:40714081
708:46028010
613:24301203
563:43677199
478:13152250
367:Research
182:disputed
1222:1400124
1179:1892136
1112:3743007
1006:3055936
820:6998279
774:7977176
737:3969966
700:6731377
642:7113988
584:7416089
507:4579496
340:Compeer
124:scholar
1346:
1271:
1220:
1185:
1177:
1148:
1118:
1110:
1079:
1041:
1012:
1004:
975:
930:
913:
907:495575
905:
855:
826:
818:
780:
772:
743:
735:
706:
698:
648:
640:
611:
582:
561:
555:855833
553:
522:
505:
476:
380:, and
306:Career
126:
119:
112:
105:
97:
1183:S2CID
1146:S2CID
1116:S2CID
1039:S2CID
1010:S2CID
911:S2CID
824:S2CID
778:S2CID
741:S2CID
704:S2CID
646:S2CID
559:S2CID
131:JSTOR
117:books
1344:OCLC
1269:ISBN
1218:PMID
1175:PMID
1108:PMID
1077:ISBN
1002:PMID
973:PMID
948:link
928:ISBN
903:PMID
853:PMID
816:PMID
770:PMID
733:PMID
696:PMID
638:PMID
609:PMID
580:PMID
551:PMID
520:ISBN
503:PMID
474:PMID
175:The
103:news
1313:doi
1292:doi
1239:doi
1208:doi
1167:doi
1138:doi
1100:doi
1060:doi
1031:doi
994:doi
965:doi
895:doi
874:doi
845:doi
808:doi
762:doi
725:doi
688:doi
667:doi
630:doi
601:doi
543:doi
495:doi
466:doi
86:by
1364::
1309:45
1307:.
1288:56
1286:.
1235:14
1233:.
1216:.
1204:31
1202:.
1198:.
1181:.
1173:.
1163:19
1161:.
1144:.
1132:.
1114:.
1106:.
1096:22
1094:.
1056:39
1054:.
1037:.
1025:.
1008:.
1000:.
990:16
988:.
971:.
961:46
959:.
944:}}
940:{{
909:.
901:.
889:.
870:39
868:.
851:.
841:45
839:.
822:.
814:.
802:.
776:.
768:.
758:22
756:.
739:.
731:.
721:13
719:.
702:.
694:.
684:12
682:.
663:62
661:.
644:.
636:.
626:10
624:.
607:.
595:.
574:.
557:.
549:.
537:.
501:.
491:24
489:.
472:.
462:18
460:.
446:.
399:.
376:,
286:,
48:.
1350:.
1319:.
1315::
1298:.
1294::
1277:.
1245:.
1241::
1224:.
1210::
1189:.
1169::
1152:.
1140::
1134:9
1122:.
1102::
1085:.
1066:.
1062::
1045:.
1033::
1027:2
1016:.
996::
979:.
967::
950:)
936:.
917:.
897::
891:7
880:.
876::
859:.
847::
830:.
810::
804:8
784:.
764::
747:.
727::
710:.
690::
673:.
669::
652:.
632::
615:.
603::
597:2
586:.
576:8
565:.
545::
539:5
528:.
509:.
497::
480:.
468::
232:)
226:(
214:)
208:(
203:)
199:(
195:.
185:.
153:)
147:(
142:)
138:(
128:Β·
121:Β·
114:Β·
107:Β·
80:.
55:)
51:(
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.