User talk:Psychological Sociology

Psychological Sociology refers to the way things affect the mind in the functioning of human society. Furthermore, psychological affects the mind at a conscious level, such as, awareness, feeling or motivation that observationally perceive the psychological effects, such as in cause and effect or either affect or control. Moreover, sociology is the science of studying of the origin in classifications associated with the fundamental laws of a classified.

The U.S. History of Psychology
The U.S. History of Psychology began when America became a new nation of the declaration of independence in 1776. Today, American Psychology is a study of behaviors in multi-cultural and organism. Among the American psychologists, sociologist, philosophers, scholars, anthropologists, theologians, theorists, historians and religious leaders have had studied the behaviors in multi-cultural and organism in America.

However, Kenneth Clark was a psychologist, educator, and social reformer who dedicated his life to the cause of racial justice. Born in 1914 in the Panama Canal Zone, Clark grew up in Harlem where he attended desegregated public schools. He received his bachelor's and master's degrees at Howard University, where he led demonstrations against segregation in Washington, D.C. At Howard, Clark met fellow psychology student Mamie Phipps, who became his wife and key collaborator. They moved to New York to attend Columbia University, where, in 1940, Clark became the first African American to receive a doctorate in psychology from that institution. Two years later, Clark became the first black permanent professor at City College of New York, where he remained until his retirement in 1975.

Kenneth and Mamie Clark conducted many studies on the effects of racism on child development, finding that segregation was psychologically damaging to both black and white children. In one famous study, they found that black children as young as 3 years old preferred white dolls to black dolls. This study was cited by the U.S. Supreme Court in the landmark 1954 decision Brown v. Board of Education, which declared segregated education unconstitutional. Clark also traveled the country, serving as an expert witness for the NAACP in its legal struggles against segregation in the 1950s.

Clark's many books include Prejudice and Your Child (1955), Dark Ghetto: Dilemmas of Social Power (1965), The Negro American (1966), Crisis in Urban Education (1971), A Possible Reality (1972), and Pathos of Power (1975). He and his wife founded Harlem's Northside Center for Child Development in 1946. The small clinic became a valuable resource as it provided psychological care for emotionally disturbed children, as well as educational support for the community. In the sixties, Clark helped establish the Harlem Youth Opportunities Unlimited, a project that influenced President Lyndon Johnson's War on Poverty program.

Clark became the first African American to join the New York Board of Regents and to serve as president of the American Psychological Association. He and Dr. Mamie Clark, who died in 1983, both contributed in-depth interviews to Columbia's Oral History Research Office in 1976 (Kenneth Clark also gave a short interview in 1997 as part of the War on Poverty oral history project). The couple had a daughter, Kate, and a son, Hilton, who was a leader of the Society of Afro-American Students during the 1968 protests at Columbia University. Kenneth Clark died at his home in the Hudson River valley on May 8, 2005.(Columbia University Libraries Oral History Research Office, 2006).

On the other hand, Psychologist and activist Mamie Phipps Clark conducted groundbreaking studies on race and child development that helped end segregation in the United States. She also founded the Northside Center for Child Development in Harlem, which has eased that community through social, educational, and psychological changes for half a century.

Clark was born in 1917, in Hot Springs, Arkansas. Though she grew up attending segregated schools in a highly segregated town, her father's privileged position as a physician earned the family more respectful treatment. She entered Howard University in 1934, where she pursued psychology and graduated in 1938 magna cum laude. During her senior year, she married Kenneth Clark, who received his master's degree in psychology at Howard.

Her master's dissertation, "The Development of Consciousness of Self in Negro Pre-School Children," grew from her work with black children in segregated public nursery schools, where she conducted psychology tests using dolls. She and Kenneth Clark developed these studies further in a fellowship proposal that enabled Mamie to continue her work at Columbia University. In 1943, she became the first African American woman to earn a Ph.D. in psychology from that institution.

Mamie and Kenneth Clark's research on children and race showed that black children became aware of their racial identity—and of society's negative view of blackness—at about 3 years old. The Clarks presented their results at several school desegregation trials and their work, along with other research on the effects of segregation on self-esteem, formed a moral foundation for the NAACP's case in Brown v. Board of Education, which overturned racial segregation in public schools in 1954.

After several dissatisfying years working in public and private social services, Mamie Clark founded the Northside Center for Child Development in 1946, the first center to provide therapy for children in Harlem. At a time when public schools were forcibly and illegally enrolling many black children into programs for the mentally handicapped, the center conducted its own intelligence tests, fought the schools, and empowered the local population. Realizing that therapy alone could not address the detrimental affects of racism on the community, Northside also assisted families with their housing and financial difficulties.

In addition to directing the Northside Center for more than thirty years, Clark served on the boards of organizations such as the American Broadcast Company, Mount Sinai Medical Center, the Museum of Modern Art, and the New York Public Library. She retired from Northside in 1980 and died of cancer three years later. She is survived by two children, Kate and Hilton, both born during the years their mother earned her Ph.D. (Columbia University Libraries Oral History Research Office, 2006).

Department of Psychology: Timeline (Fordham University, 2011)

1841 St. John's College at Fordham founded 1862 seniors required to take Mental Philosophy 1899 first semester of senior philosophy: Psychology and Ethics Physiological Psychology first offered to undergraduates 1912 Carl Jung lectured at Medical School 1912, Oct 13 Physiological Psychology was offered for seniors by Dr. James J. Walsh, Dean of the Faculty of Medicine (NY Times) 1916, Nov 6 Graduate School of Arts and Sciences, Teachers College, and School of Sociology and Social Service founded, at Woolworth Building 1919 Rational Psychology offered in Graduate Philosophy. Social Psychology listed in Social Service and Philosophy. 1920 Maurice E. Rogalin, Ph.D. first appears in 1920 Bulletin, in the Department of Education, where he taught Educational Psychology. 1921 Rev. Joseph A. Murphy, S.J. first appears in 1921 Bulletin, among the Graduate Philosophy faculty. 1926 Rev. John P. McCaffrey, M.A. (Fordham, 1923) joined the Department of Mental Hygiene in the School of Social Service. He taught Social Psychology at least until 1938, including cross-listing in Psychology’s first Bulletin listing (1933), making him a founder of the department. 1927 The first division of the Department of Education appears, with Rogalin heading Psychological Measurements and Method.

Physiological Psychology was once again taught, now in the Mental Hygiene Department of Social Services, by James J. Walsh, M.D., Ph.D., Sc.D., Litt.D. 1928 Rogalin was Head of Department of Psychology, Measurements and Elementary School Supervision, under Chair of Department of Education. 1930 Psychology taught in the Philosophy Department, and in graduate Department of Education Fordham University (1930) Manhattan Division

1. Philosophy Faculty Committee includes Fr. Murphy, who taught Fundamental Psychology, Rational Psychology, Natural Theology, Philosophy of Evolution, and the Psychology of Habit and Character, along with the Senior Psychology course at St. John's College in 1930-1931 year.

2. Education Faculty Committee Pierre J. Marique, Pd.D., Ph.D. Chairman Faculty Committee and Head of Department: Philosophy and History Maurice E. Rogalin, Ph.D. Head of Department: Psychology, Measurements and Elementary School Supervision; Rogalin taught graduate courses in Educational Psychology, Educational Measurements, and the Psychology of Elementary School Branches. 1931 Robert T. Rock, M.A. became Head of Psychology and Measurements in the Department of Education, replacing Rogalin. 1932 Rev. Walter G. Summers, S.J. organized Psychology area in Department of Philosophy, pulling together cross-listed courses from the Departments of Education, Political Philosophy, and Social Services, along with Murphy's philosophical psychologyand his own new courses. A dry run for new department.

Dr. Dorothea McCarthy joins Department of Education (J.F.X. McCarthy, 1992) 1933, Fall Psychology Department separated from Philosophy Woolworth Building, Downtown campus Fordham (1933) Teacher's College – Graduate School

1. Psychology Faculty Committee: Head of Department and Chairman of Faculty Committee: Rev. Walter G. Summers, S.J. PHIL to PSYCH Rev. Joseph A. Murphy, S.J. PHIL to PSYCH Robert T. Rock, Jr., Ph.D. ED & PSYCH Jack W. Dunlap, Ph.D. ED & PSYCH Dorothea A. McCarthy, Ph.D. ED & PSYCH Frank J. O'Brien, Ph.D., M.D. SOCIAL SERVICES & PSYCH Michael P. Lonergan SOCIAL SERVICES & PSYCH other instructional staff: O'Beirne (PHIL), McCaffrey (SS)

2. Education Faculty Committee: Pierre J. Marique, Pd.D., Ph.D. Chairman Faculty Committee and Head of Department: Philosophy of Education and History of Education Robert T. Rock, Jr., M.A. Head of Department: Educational Psychology and Educational Measurements 1934 SSSS renamed School of Social Service Fordham (1934) Graduate School

Department of Psychology Faculty Committee: old: Summers (Head), Murphy, O'Brien, Lonergan new: Harry McNeill, Ph.D., Ag. (Louvain) Robert F. Sheehan, M.D., M.Sc. Kathryn E. Serota, M.A. Elizabeth A. Walsh, Ph.D. (Guidance of Ungraded Children) other instructional staff: Gallagher, McCaffrey 1935 Fordham (1935) Graduate School

1. Department of Psychology Faculty Committee: old: Summers (Head), Murphy, McNeill, Sheehan, Serota new: Thomas E. Bamford, Jr., A.B., M.D., Med.Sc.D. Frances M. Guanella, Ph.D. other instructional staff: Kubis, Waldron, Byrns (ED), Gallagher, Coleman

2. Division of Education: Department of Educational Psychology and Measurements Department Committee: Head of Department: Robert T. Rock, Jr., Ph.D. Jack W. Dunlap, Ph.D. Dorothea A. McCarthy, Ph.D.

Gannon (1967): Rev. Murphy became Jesuit Provincial early 1935, and he does not appear in the 1936 Bulletin. 1936 Fordham (1936) Graduate School Department of Experimental and Applied Psychology old: Summers (Head), McNeill, Bamford new: Maria Maudry, Ph.D. University of Vienna Jeanette O’Connor, M.S.S. Smith College other instructional staff: Kubis, Noonan, Guanella, Sheehan, Waldron, Gallagher, Coleman, Byrns 1936, Dec 6 “third annual conference on guidance conducted by the Department of Psychology at Fordham University’s Graduate School”: NY Times 1937 Fordham (1937) Graduate School: East Fordham Rd, NY NY Department of Experimental and Applied Psychology old: Summers (Head), McNeill, Bamford, Maudry, O’Connor new: Joseph F. Kubis, Ph.D. M. Gertrude Reiman, Ph.D. other instructional staff: Bunn, Sheehan, Guanella, Waldron, Gallagher, Coleman, Byrns

moved to Rose Hill campus: new building: Keating Hall, for GSAS Gannon (1967 pp. 210-211): changes due to proximity between College and Graduate School: (1) move from common curriculum to undergraduate majors; (2) reorganization of departments to cover graduate and undergraduate education, and (3) changes in pay structure and tenure, seen in the Bulletins as increasing distinctions appeared between Professors, Associate Professors, Assistant Professors, Instructors, Lecturers, and Graduate Assistants (1936 and on) (see Gannon, 1938)

two New York Times articles (Jan. 15, 1937, Nov. 18, 1937) describe the use of Fr. Summers’ lie detector in criminal cases; another reports the arrival of Dr. Robert F. Sheehan, former chief neuro-psychiatrist for the U.S. Bureau of War Risk, in the department (Sept. 16, 1937); one describes a 14 week forum on child care, to be held in Keating Hall beginning in October (Sept. 26, 1937), and one covers “Children enrolled in Fordham’s “Utopian school”” (Oct. 18, 1937). 1938 Bulletin: description of new facilities on third floor of Keating Hall large general lab for fundamental experimental work numerous research rooms for advanced experimental work, individual research photo lab, vision and sound experimentation, physiological recording equipment, including lab for scientific detection of deception College Guidance Clinic: aptitude, vocational Child Guidance Clinic: 1. diagnosis and treatment of children with problems 2. opportunities for clinical study by clinical grad students cooperation between Psychology and School of Social Service 1938, Aug 1 Teachers College (Woolworth Building) and graduate Department of Education (Rose Hill for two years – moved in time for Fall 1939) merged to form School of Education, serving graduate and undergraduate students in Manhattan 1938, Sep 24 Rev. Summers died at 49 (New York Times, Sept. 26, 1938) Interim Head: Dr. Joseph Kubis McNeill moved to Teachers College to teach philosophy Fordham (1938) Graduate School: Department of Psychology Psychology: Kubis, Reichenberg, Reiman, Snee, Summers Guidance: Bamford, Gallagher, Guanella, Hoppock, Monaghan, O’Connor (Lucille), Waldron Psychiatric Social Work: Lawrence Psychiatry: Sheehan Philosophy: Sherlock 1939 Head: Dr. Robert T. Rock, Jr. from School of Education Ph.D. Teacher’s College, Columbia under E.L. Thorndike established undergraduate department with same chair and faculty Bamford, Kubis, Lawrence, Monaghan, Reiman, Snee 1940 1. Fordham (1940) Graduate School Department of Psychology: Dr. Rock, Head of Department Dayhaw, Donceel, Guanella, Kubis, Lawrence, Monaghan, O’Connell, Philip, Schramm, Snee, Terrence, West

2. Fordham College (1940) Department of Psychology: Dr. Rock, Head of Department Kubis, Monaghan, Phillips, Snee

3. School of Education (1940) Graduate Department: Woolworth Byrns and McCarthy: Associate Professors Division III. Educational Psychology, Measurements, and Guidance Educational Psych and Measurements: Kelly, McCarthy Guidance: Connors

4. School of Social Service (1940): Woolworth Building Lonergan: Psychiatry; Christina M. Leonard, M.D.: Mental Hygiene; Ruth K. Lynch: Psychiatric Social Work Problems 1947 Dr. Anne Anastasi joined the department 1947, Jan 16 New York Times: “Professor of Psychology made Rector of Fordham”: Rev. Joseph A. Murphy 1949 Chair: Rev. Joseph G. Keegan, S.J., Ph.D. 1953 249 M.A.’s and 47 Ph.D.’s so far 1958 Chair: Rev. William C. Bier, S.J., Ph.D. clinical psychology program created Fordham buys into Lincoln Center Urban Renewal Project 1963 467 M.A.’s and 117 Ph.D.’s so far 1965 department moved from Keating to renovated Dealy Hall 1968 Chair: Dr. Anne Anastasi 1969 Liberal Arts College at Lincoln Center opens, and downtown schools move into Lowenstein 1974 Chair: Dr. Joseph F. Kubis 1976 Chair: Dr. John Walsh 1982 Chair: Dr. Marvin Reznikoff 1985 Chair: Dr. Kurt Geisinger 1991 Chair: Dr. Nancy Busch 1995 restructuring accomplished Chair of RH+LC Psychology Department: Dr. Nancy Busch 1996 Chair: Dr. Kevin Moreland, then Dr. Mary Procidano 2002 Chair: Dr. Frederick Wertz 2008 Chair: Dr. Kathleen Schiaffino

What is a Psychologist
Psychologists study mental processes and human behavior by observing, interpreting, and recording how people and other animals relate to one another and the environment. To do this, psychologists often look for patterns that will help them understand and predict behavior using scientific methods, principles, or procedures to test their ideas. Through such research studies, psychologists have learned much that can help increase understanding between individuals, groups, organizations, institutions, nations, and cultures.

Like other social scientists, psychologists formulate theories, or hypotheses, which are possible explanations for what they observe. But unlike other social science disciplines, psychologists often concentrate on individual behavior and, specifically, in the beliefs and feelings that influence a person’s actions.

Research methods vary with the topic which they study, but by and large, the chief techniques used are observation, assessment, and experimentation. Psychologists sometimes gather information and evaluate behavior through controlled laboratory experiments, hypnosis, biofeedback, psychoanalysis, or psychotherapy, or by administering personality, performance, aptitude, or intelligence tests. Other methods include interviews, questionnaires, clinical studies, surveys, and observation—looking for cause-and-effect relationships between events and for broad patterns of behavior.

Research in psychology seeks to understand and explain thought, emotion, feelings, or behavior. The research findings of psychologists have greatly increased our understanding of why people and animals behave as they do. For example, psychologists have discovered how personality develops and how to promote healthy development. They have gained knowledge of how to diagnose and treat alcoholism and substance abuse, how to help people change bad habits and conduct, and how to help students learn. They understand the conditions that can make workers more productive. Insights provided by psychologists can help people function better as individuals, friends, family members, and workers.

Psychologists may perform a variety of duties in a vast number of industries. For example, those working in health service fields may provide mental healthcare in hospitals, clinics, schools, or private settings. Psychologists employed in applied settings, such as business, industry, government, or nonprofit organizations, may provide training, conduct research, design organizational systems, and act as advocates for psychology.

Psychologists apply their knowledge to a wide range of endeavors, including health and human services, management, education, law, and sports. They usually specialize in one of many different areas.

Clinical psychologists—who constitute the largest specialty—are concerned with the assessment, diagnosis, treatment, and prevention of mental disorders. While some clinical psychologists specialize in treating severe psychological disorders, such as schizophrenia and depression, many others may help people deal with personal issues, such as divorce or the death of a loved one. Often times, clinical psychologists provide an opportunity to talk and think about things that are confusing or worrying, offering different ways of interpreting and understanding problems and situations. They are trained to use a variety of approaches aimed at helping individuals, and the strategies used are generally determined by the specialty they work in.

Clinical psychologists often interview patients and give diagnostic tests in their own private offices. They may provide individual, family, or group psychotherapy and may design and implement behavior modification programs. Some clinical psychologists work in hospitals where they collaborate with physicians and other specialists to develop and implement treatment and intervention programs that patients can understand and comply with. Other clinical psychologists work in universities and medical schools, where they train graduate students in the delivery of mental health and behavioral medicine services. A few work in physical rehabilitation settings, treating patients with spinal cord injuries, chronic pain or illness, stroke, arthritis, or neurological conditions. Others may work in community mental health centers, crisis counseling services, or drug rehabilitation centers, offering evaluation, therapy, remediation, and consultation.

Areas of specialization within clinical psychology include health psychology, neuropsychology, geropsychology, and child psychology. Health psychologists study how biological, psychological, and social factors affect health and illness. They promote healthy living and disease prevention through counseling, and they focus on how patients adjust to illnesses and treatments and view their quality of life. Neuropsychologists study the relation between the brain and behavior. They often work in stroke and head injury programs. Geropsychologists deal with the special problems faced by the elderly. Work may include helping older persons cope with stresses that are common in late life, such as loss of loved ones, relocation, medical conditions, and increased care-giving demands. Clinical psychologists may further specialize in these fields by focusing their work in a number of niche areas including mental health, learning disabilities, emotional disturbances, or substance abuse. The emergence and growth of these, and other, specialties reflects the increasing participation of psychologists in direct services to special patient populations.

Often, clinical psychologists consult with other medical personnel regarding the best treatment for patients, especially treatment that includes medication. Clinical psychologists generally are not permitted to prescribe medication to treat patients; only psychiatrists and other medical doctors may prescribe most medications. (See the statement on physicians and surgeons elsewhere in the Handbook.) However, two States—Louisiana and New Mexico—currently allow appropriately trained clinical psychologists to prescribe medication with some limitations.

Counseling psychologists advise people on how to deal with problems of everyday living, including problems in the home, place of work, or community, to help improve their quality of life. They foster well-being by promoting good mental health and preventing mental, physical, and social disorders. They work in settings such as university or crisis counseling centers, hospitals, rehabilitation centers, and individual or group practices. (See also the statements on counselors and social workers elsewhere in the Handbook.)

School psychologists work with students in early childhood and elementary and secondary schools. They collaborate with teachers, parents, and school personnel to create safe, healthy, and supportive learning environments for all students. School psychologists address students' learning and behavioral problems, suggest improvements to classroom management strategies or parenting techniques, and evaluate students with disabilities and gifted and talented students to help determine the best way to educate them.

They improve teaching, learning, and socialization strategies based on their understanding of the psychology of learning environments. They also may evaluate the effectiveness of academic programs, prevention programs, behavior management procedures, and other services provided in the school setting.

Industrial-organizational psychologists apply psychological principles and research methods to the workplace in the interest of improving the quality of worklife. They also are involved in research on management and marketing problems. They screen, train, and counsel applicants for jobs, as well as perform organizational development and analysis. An industrial psychologist might work with management to reorganize the work setting in order to enhance productivity. Industrial psychologists frequently act as consultants, brought in by management to solve a particular problem.

Developmental psychologists study the physiological, cognitive, and social development that takes place throughout life. Some specialize in behavior during infancy, childhood, and adolescence, or changes that occur during maturity or old age. Developmental psychologists also may study developmental disabilities and their effects. Increasingly, research is developing ways to help elderly people remain independent as long as possible.

Social psychologists examine people's interactions with others and with the social environment. They work in organizational consultation, marketing research, systems design, or other applied psychology fields. Many social psychologists specialize in a niche area, such as group behavior, leadership, attitudes, and perception.

Experimental or research psychologists work in university and private research centers and in business, nonprofit, and governmental organizations. They study the behavior of both human beings and animals, such as rats, monkeys, and pigeons. Prominent areas of study in experimental research include motivation, thought, attention, learning and memory, sensory and perceptual processes, effects of substance abuse, and genetic and neurological factors affecting behavior.

Forensic psychologists use psychological principles in the legal and criminal justice system to help judges, attorneys, and other legal professionals understand the psychological findings of a particular case. They are usually designated as an expert witness and typically specialize in one of three areas: family court, civil court, and criminal court. Forensic psychologists who work in family court may offer psychotherapy services, perform child custody evaluations, or investigate reports of child abuse. Those working in civil courts may assess competency, provide second opinions, and provide psychotherapy to crime victims. Criminal court forensic psychologists often conduct evaluations of mental competency, work with child witnesses, and provide assessment of juvenile or adult offenders. (United States Department of Labor, 2010-2011, ED.).

Articles on American Psychologists
Dr. Tiffany Sanders earned her PhD at the tender age of 28 from the University of Florida's School Psychology Program. She is an Illinois Certified School Psychologist and a clinical therapist who works in private practice and consults and contracts with many different school districts. Additionally, she earned her Master s Degree in Education from the University of Florida, and graduated with honors in psychology and minored in family and child studies from Northern Illinois University.

Dr. Sanders has a passion for inspiring youth to believe in themselves, to perform at an optimal level in school, and to define their niche in life. She enjoys sharing her story of how she overcame frustration, fights, and failures to become a successful entrepreneur. Her story helps to motivate, inspire, and transform disenchanted youth into "Living Legacies" with a purpose in life.

As a therapist and life coach, she provides clients with a safe and confidential ear to identify challenges, barriers, and obstacles in their lives which could prevent them from achieving personal goals, greater self-worth, and leaving their own legacy. She particularly enjoys working with couples and families to strengthen the family bond by increasing healthy communication and enhancing the language of love, adoration, structure, and empowerment.

Dr. Sanders is an accomplished researcher and author, and is currently writing her first motivational book geared towards encouraging teens and adults to achieve their God-given purpose in life.

She is a proud member of Delta Sigma Theta Sorority, Inc. She is also a member of American Psychological Association and National Association of School Psychologists. (Black Experts.Com)

Deborah is a nationally recognized psychologist, diversity expert and founder of D.L. Plummer & Associates, a consulting firm that specializes in diversity management and organizational development. She has consulted for a variety of national and local corporations including Fortune 500 companies, community mental health agencies, public and private school systems, and faith-based institutions. She is the former Chief Diversity Officer for Cleveland Clinic building the infrastructure for the Office of Diversity, designing and executing the diversity and inclusion strategy that served as system-wide support for the 37,000 employee organization. Before joining Cleveland Clinic, Deborah was Professor of Psychology at Cleveland State University and the Founding Director of the Diversity Management Program (DMP), a master s degree and certificate program graduating over 100 diversity professionals during her tenure.

Deborah is the Editor of the Handbook of Diversity Management: Beyond Awareness to Competency Based Learning (University Press of America) and author of Racing Across the Lines: Changing Race Relations through Friendships (The Pilgrim Press) which received the Mayflower Award for best publication in the category of Church and Society. In addition, she has written many book chapters and journal articles to the professional community on racial identity development and managing diverse work environments.

As a licensed psychologist, she maintained a private practice for twenty years treating individuals, couples and families. She also served a term, by appointment of the Governor, on the State of Ohio Board of Psychology.

As a noted national speaker to professional organizations, civic communities, colleges and faith-based groups, she is regularly featured as a guest psychologist for WEWS Channel 3 s Good Company and Cleveland News Channel 5.

Active in her civic and faith communities, Deborah serves on several boards and is a member of a host of professional and service organizations. She is currently working on a documentary for national broadcast on socializing across racial lines in America and cross-racial friendships. (Black Experts.com)

C. Joyce Farrar-Rosemon, BA, SM, is a down to earth motivational speaker and the author of two life-changing and empowering books; How to Get to The Palace From Your Prison, Joseph’s 14-Step Program to Overcome Loneliness, Depression, Discrimination, Barrenness & Abuse and How to Be The Head and Not the Tail, A Christian Manifesto For Making Six Figures.

Farrar-Rosemon speaks frequently to non-profit groups, schools, colleges and churches. She has appeared in several newspapers, magazines, on radio, and television. In her most recent television appearance on the Geraldo Show she spoke about domestic violence concerning the Chris Brown/Rihanna debacle. Farrar-Rosemon holds a bachelor’s degree in psychology and elementary education and a master’s in psychiatric social work from Simmons College, Boston, Massachusetts.

Joyce shares with her audiences her analysis of the Biblical story of Joseph and walks them through a 14-Step Recovery Program on how to overcome loneliness, depression, discrimination, barrenness and abuse. The author’s spiritual and psychological analysis of Joseph’s trials, tribulations, and triumphs reveal to the listener how to achieve the promises of God and arrive at that place of “shalom”, the Hebrew word for peace. Farrar-Rosemon draws on her background as a broker and psychiatric social worker and shares how her personal tragedies and those of other individuals and groups were resolved using this 14-Step Program.

In Farrar-Rosemon’s seminars for entrepreneurs, Joyce shares how she was able to rise from the steps of an inner city housing project, open her real estate company in her 7th month of pregnancy with only ten dollars in the operating account and earn six-figures. Farrar-Rosemon passes on to her audiences what she calls her “Seven-Step Success Plan” and shows how she was empowered through this plan to become a Multi-Million Dollar Producer.

Otis S. Johnson, Ph.D., Mayor of Savannah Georgia says, “Farrar-Rosemon is a successful real estate broker who started out as a psychiatric social worker. She found her real calling as a Christian-based writer and Motivational Speaker. How To Get To The Palace From Your Prison is a wonderful addition to the self-help Christian literature and to the field of Christian social work, and counseling. Whatever the religious position of the reader, the author’s interpretation of the story of Joseph is well worth the read.” (Black Experts.com)

ABPSi History

The Association of Black Psychologists was founded in San Francisco in 1968 by a number of Black Psychologists from across the country. They united to actively address the serious problems facing Black Psychologists and the larger Black community. Guided by the principle of self determination, these psychologists set about building an institution through which they could address the long neglected needs of Black professionals. Their goal was to have a positive impact upon the mental health of the national Black community by means of planning, programs, services, training, and advocacy. Their objectives were:

To organize their skills and abilities to influence necessary change, and To address themselves to significant social problems affecting the Black community and other segments of the population whose needs society has not fulfilled. The Association of Black Psychologists has grown from a handful of concerned professionals into an independent, autonomous organization of over 1400 members.

Mission, Purpose & Goals The Association of Black Psychologists sees its mission and destiny as the liberation of the African Mind, empowerment of the African Character, and enlivement and illumination of the African Spirit.

Purpose of the Association The Association is organized to operate exclusively for charitable and educational purposes, including but not limited to:

promoting and advancing the profession of African Psychology influencing and affecting social change; and developing programs whereby psychologists of African descent (hereafter known as Black Psychologists) can assist in solving problems of Black communities and other ethnic groups. To accomplish these purposes, the Board of Directors (hereafter known as "the board") shall exercise the following specific functions:

establish a central organization of Black Psychologists; develop funding sources for working capital, staff support, and educational programs; seek funding for projects involving Black Psychologists, such projects to include, but not be limited to: Scholarly Journals, Training Programs, Recruitment of Students and Faculty and community Mental Health Care Programs; and work with such organizations of behavioral scientists as are able to implement the purposes of The Association. Organizational Goals

To enhance the psychological well-being of Black people in America. To promote constructive understanding of Black people through positive approaches to research. To develop an approach to psychology that is consistent with the experience of Black people. To define mental health in consonance with newly established psychological concepts and standards regarding Black people. To develop international support systems for Black psychologists and students of psychology. To develop policies for local,state and national decision making which impacts on the mental health of the Black community. To promote values and a life style that supports our survival and well-being as a race. To support established Black organizations and aid in the development of new independent Black institutions to enhance our psychological, educational, cultural, and economic situation.

Ms. Bryant serves as the Executive Director of the Black Mental Health Alliance for Education and Consultation, Inc. (BMHA) in Baltimore, Maryland. She serves on the Maryland Coalition of Families for Children’s Mental Health, Woodbourne, and Center for the Integration of Spirituality & Mental Health Board of Directors. Ms. Bryant also serves on State of Maryland Advisory Council on Mental Hygiene, and is a member of the American Public Health Association.

Prior to taking the helm as executive director of the Black Mental Health Alliance for Education and Consultation, Tracee E. Bryant, a Houston, Texas native, functioned in several capacities at a national Healthy Start Program in New Orleans, Louisiana. Her roles included health educator, special assistant to the executive director and consortium director. Ms. Bryant has also conducted research at Tulane University Medical Center’s Community Medicine Urban Health Studies Department and University of Texas MD Anderson Cancer Center in Houston, Texas.

Ms. Bryant completed her undergraduate studies in Biology at Hampton University and received her Master of Public Health from Tulane School of Public Health and Tropical Medicine with a dual concentration in Maternal and Child Health and Health Communication/Education. A Brief History of BMHA In 1984, the co-founders of BMHA gathered, namely Dr. Maxie Collier, Delegate Shirley Nathan- Pulliam and other public/mental health professionals to discuss the disparities that exist as it relates to African Americans and mental health- specifically the growing misdiagnosis of schizophrenia and inappropriate mental health treatment due to the lack of cultural competency. After a series of discussions and planning efforts- BMHA was born. Since that time, the organization has developed into a broad array of programs including school based mental health services, HIV/AIDS programming, referrals to mental health providers, smoking cessation services, community education, consultation and training. (Black Mental Health Alliance for Education and Consultation, Inc., 2010).

Dr. Roosevelt Martin JohnsonCounselor/Therapist, PhD, “Afro-American Counseling & Psychotherapy Institute, Inc. has been successfully helping the African-American community for over 30 years. We understand your counseling and therapy needs, wants, and issues. We offer the type of solutions sought and mandated in treating African American clients. rnrnWe know we can help! We are able to meet you where you are and facilitate your emotional growth and development. Browse our website at www.afroamericancounseling.com to find out how you can get the most competent, warm, empathic, confidential, dynamic, professional comprehensive and therapeutic clinical counseling ever. Dr. Johnson is Professor Emeritus of Psychology and Counseling and is a Faculty Associate in the Department of Counseling at the Johns Hopkins University. Dr. Johnson has achieved excellence in his extensive private practice. He specializes in private Clinical Counseling and Psychotherapy and is an expert in the use of the Multi-Axial Diagnosis of the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV-TR).” (Psychology Today, 2011). —Preceding unsigned comment added by 72.68.79.224 (talk) 18:30, 8 January 2011 (UTC)

Christian Psychology
According to Rev. Darlena Pagan(born September 09,1962) is an english speaking American Christian Minister. However, Christian Psychology is the study of both behaviors of Christ and followers of Christ like Christians. She is also a Christian Philosopher,Psychoanalytical Christian, Evangelist, missionary and Bible Teacher. Her writings are extremely influential in the development of Western Christianity. She investigates the behaviors of the natural preconsciousness and subconsciousness and then she compares the two consciousnesses to the behaviors of the natural consciousness and the spiritual Christian consciousness. And what she had learned about the behaviors of the natural preconsciousness and subconsciousness that the natural consciousnesses were deceitful, mischievousness, and a fabricative imaginariness liar. They are believed to live in the natural world. And as far as classification, they are recognized in the society of conscious Christians to be associated with the natural humans. Also, the behaviors of the natural humans are deceitfulness, mischievousness and have a fabricative imaginariness delusion mind and they do not take any role in the spiritual Christian consciousness.

The natural human is unliked a conscious Christian. Because the natural human is a selfish person, and this person has pleasure in one own liberty and happiness esp. when the person empowered to destroy another human or to impose a sanction on a human to wrongfully penalized esp. by a way of discipline, this person is selfish and one selfishness that seems political correct, I consider a selfish person to be deceiful i.e. in the public. Also a person that only thinks of oneself and having a reputation of a selfishness in which had been developed through the natural preconsciousness and recognized as a subconsciousness fabricative imaginainess liar. Furthermore, the behaviors of this person, the person is a mischievous falsehood within one own institution that this person remains, namely, profligacy (immoral behavior).

Acccording to her, there are six levels of consciousness, the levels of natural and spiritual consciousness: Every person has the ability of having the levels of Natural and Spiritual Consciousness. The difference is some people exercised their levels of spiritual consciousness and others do not. And those that do not exercise their levels of spiritual consciousness, they often think about it and they have an opinion either and/or choice that provide them to agree or disagree with the levels of spiritual consciousness, and they allow their natural conscious to rise and the idea of thought of spiritual beings becomes questionable to every person. Such as sources say that anthropologists some do and some do not accept the Biblical account of man's origin; and the former class, admitting that Adam's descendants might soon have lost the traces of their higher descent, are willing to hear, with no pledge of endorsing, what the latter class have to say on the assumption of the human development even from an animal ancestry, and on the further assumption that in the use of evidences they may neglect sequence of time and place. It is not maintained by any serious student that the Darwinian pedigree is certainly accurate: it has the value of a diagram giving some notion of the lines along which forces are supposed to have acted. Not, then, as accepting for fact, but as using it for a very limited purpose, we may give a characteristic sketch of ethical development as suggested in the last chapter of Dr. L. T. Hobhouse's "Morals in Evolution". It is a conjectural story, very like what other anthropologists offer for what it is worth and not for fully certified science. (New Advent., 2009).

The levels of natural and spiritual consciousness as following:

The Levels of each Natural and Spiritual Consciousnessness'

1. Preconscious naturalness 2. Conscious naturalness 3. Subconscious naturalness 4. Preconscious Spirit 5. Conscious Spirit 6. Subconscious Spirit

The Natural Preconscious: Rev. Darlena Pagan argues the Natural Preconscious is not the same as Spiritual Preconscious therefore Spiritual Preconscious is what God expects from us unlike Natural Preconscious like in Freudian psychoanalysis, the word preconscious is applied to thoughts which are unconscious at the particular moment in question, but which are not repressed and are therefore available for recall and easily capable of becoming conscious. "Preconscious" thoughts are thus "unconscious" in a merely "descriptive" sense, as opposed to a "dynamic" one. Classical psychoanalysis therefore permits itself to "distinguish two kinds of unconscious – one which is easily, under frequently occurring circumstances, transformed into something conscious, and another with which this transformation is difficult and takes place only subject to a considerable expenditure of effort or possibly never at all. [...] We call the unconscious which is only latent, and thus easily becomes conscious, the 'preconscious', and retain the term 'unconscious' for the other". [Freud, New Introductory Lectures on Psychoanalysis (1932)] As explained by David Stafford-Clark, "If consciousness is then the sum total of everything of which we are aware, pre-consciousness is the reservoir of everything we can remember, all that is accessible to voluntary recall: the storehouse of memory. This leaves the unconscious area of mental life to contain all the more primitive drives and impulses influencing our actions without our necessarily ever becoming fully aware of them, together with every important constellation of ideas or memories with a strong emotional charge, which have at one time been present in consciousness but have since been repressed so that they are no longer available to it, even through introspection or attempts at memory". [David Stafford-Clark, What Freud Really Said (1965)]. (Wikipedia, 2011). On the other hand, Spiritual Preconscious is where information on spiritual things, genesis, growth, God, Jesus, and the Holy Spirit and the words of the bible are storaged. Every Christian's Spiritual Presconscious should relate to biblical information about their natural and spiritual existence. In the Preconscious Spirit Mind, the school of Christian thought should flow in us like a river of living spring water that reminds us of our existence like the Creation in Genesis 1:26-28, And God said, Let us make man in our image, after our likeness: and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth; 27: So God created man in his own image, in the image of God created he him; male and female created he them; 28: And God blessed them, and God said unto them, Be fruitful, and multiply, and replenish the earth, and subdue it: and have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the earth. In addition, Our preconscious and conscious should collaborate together as employees of God, Jesus Christ and the Holy Spirit so that the bible book of Timothy 2:2 that says, And the things that thou hast heard of me among many witnesses, the same commit thou to faithful men, who shall be able to teach others also and when these words are stored in our preconscious, we should become what God expects in our heart that in the bible when it says in Psalm 119:11, Thy word have I hid in mine heart, that I might not sin against thee; in contrast, it is believe that whatever is in the heart of a person also that which is believe to be in his preconsciousness and/or his thoughts but this only happens when a person takes on the preconscious spirit mind. In addition, the preconscious spirit mind is the spiritual rational transformation that takes place in our lives that develop our thought in a spiritual behavior so to correct our behavior through the transformation of behaviors of Christianity providing us the right approach to moral excellence which is an acceptance of Christian Society yet using ethic methods and systems of our Lord in a process we call spiritual states of the mind, the spiritual mind process is like a computer, we become soldiers of God and our mission is to carry out His operations that we have spiritually developed, meditated and exercised in our minds unlike the carnal mind in preconscious naturalness.

The Four Element to the Human's Psychological and Sociological need

1) Life 2) Prosperity 3) Liberty 4) Happiness

According to Rev. Darlena Pagan, Every human on earth must obtain Life, prosperity, liberty and happiness in order to meet their psychological and sociological needs. Also, it is believe that if people attempt to lack even one of the elements to Human's Psychological and Sociological need therefore their life-cycle development is incompleted; therefore, a full human's life-cycle development is neccesary for the proper human development. In addition, Christians and non Christians must obtain these four elements in order to serve a God. For example, Rev. Darlena Pagan, "It is believed that the lack of some of these element for life, prosperity, liberty and happiness are deprived according to social status, such as, newly industrialized countries, human rights, or such related human needs."

The behaviors of Christ and Christians

Having a good conscience; that, whereas they speak evil of you, as of evildoers, they may be ashamed that falsely accuse your good conversation in Christ. (1 Peter 3:16)

Psychological Dreams
Interpretation of Dreams by Rev. Darlena Pagan

A Dream is a series of thoughts, images, and emotions during sleep that is conceived by the thoughts in the mind having a subconscious disposition developing a psychological conception originating of something that is directed toward the mind in conative functions either in a change, wish or desire.

Rev. Darlena Pagan demonstrates the work of Interpretation of Dreams using techniques from Classifications, Investigation, Examination, Observation, Idealism and Materialism as in the following:

1)	The series of thoughts in the dream Observation) 2)	Images in the dream (Examination) 3)	Emotions (Investigation) 4)	Change in the dream (Classification) 5)	Wish in the dream. (Idealism) 6)	Desire in the Dream. (Materialism)

U.S. History of Sociology
Sociology is the scientific study of society and human behavior. Like Psychology, The U.S. History of Sociology began in 1776. Since then it has continuously discovered past events as relating to a particular people in the study of orgin, development, organization, and functioning of human society. Fundamental laws of social relations, institutions and classification of human societies. Sociology can be written on economic, political and cultural systems. Sociology as a subject is the study and classification of human societies. The study of society, human social interaction and the rules and processes that bind and separate people not only as individuals but also as the members of a society can also be termed as sociology. (VAL Writing.com, 2011). Sociology is an interesting subject as it is the study of human nature. There are many topics and discussions that can be undertaken for the study of human nature. Many theories and facts can be written in this subject. The subject will produce arguments on unsolved theories. The subject can be classified into different divisions. (VAL Writing.com, 2011). Social psychology is an interesting subject as it is about the working of human nature. This subject is very important for the students in al profession. This subject is vital for students who wish to pursue a career in the PR field. Social psychology is the study on how people as an individual and as a group interact with other people. (VAL Writing.com, 2011). However, This article documents the empirical, methodological, and theoretical contributions of African-American sociologists from the late 1800s until 1945, an era that constitutes the early tradition of African-American sociological thought. African-American sociologists came to the discipline with the desire to assess the stake of African Americans in modernity, which centered on their transition to the urban sphere and the industrial socio-economic order in American society. Despite the connections between the sociological project writ-large and the quest of African-American sociologists in particular, the latter remained little regarded in the profession for years to come. While providing an overview of the contributions of African-American sociologists and the assessments made by other scholars about those contributions, this essay focuses upon the ways by which African-American sociologists have depicted the social character of black Americans. This essay also accounts for the ways that such scholars have introduced or enriched the standard paradigms and methodologies employed in American sociology, and documents the legacy that these efforts had on later sociological depictions of African Americans. (Annual Reviews, 2011). In addition to American Sociologist, As historical outsiders in both their own society and within their chosen profession of sociology, African American scholars have been placed in multiple positions of marginality. Beginning with the prodigious work of W. E. B. Du Bois, black scholars have made enormous contributions to sociological understanding, however, academic sociology has, through much of its history, pushed their experiences, interests, and concerns to the margins of the discipline. As a result, the black sociologist has historically been the "outsider-within," subject to a continual struggle to legitimate the unique sociological perspectives which come from such a status within the discipline and their parallel marginal position in American society as a whole. While these struggles have won increased acceptance and prominence for African American scholarship and the general study of race within American sociology, the relationship between African Americans and sociology remains contested at the beginning of the 21st century. Bruce R. Hare's 2001 Race Odyssey: African Americans and Sociology documents some of the fruits of these struggles by collecting and presenting some of the intellectual contributions black scholars are making to the study of the contemporary social world. These contributions include not only the numerous insights gained into the complex phenomena of race and racism, particularly as they impact the African American and Pan-African communities, but also the theoretical and empirical work helping illuminate the integral connections between race, class, gender and nation at the dawn of a new century. Inspired by Hare's attendance at the 1972 conference of black sociologists which led to the publication of the volume Black Sociologists: Contemporary and Historical Perspectives (1974), this new volume began as a special issue of Sociological Forum updating the relationship between African Americans and the discipline of sociology that was the focus of the earlier conference and collection. As in the earlier volume coedited by James Blackwell and Morris Janowitz, the goal of this new collection is not simply to display the work of the most prominent African American sociologists, but to offer a collective challenge to established sociological conceptions of race, racism, and the African American experience. Contesting the static conception of race and racial relations that has historically pervaded the social science literature (Hare and others in the volume cite Myrdal's An American Dilemma as an outstanding example), several authors advocate a more dynamic, fluid, multidimensional understanding of racial dynamics, or in Hare's case, throwing out the use of "race" as a concept altogether. The book's collection of seventeen essays is divided into four parts. Part one contains essays by Hare, Sarah Susannah Willie, Donald Cunnigen, Howard F. Taylor, and Paget Henry which are meant to provide an overview of the ways recent African American scholarship is challenging and reorganizing the prevailing conceptualizations of race and race relations in American sociology. Hare's own essay in this section "Toward Cultural Pluralism and Economic Justice" sets the intellectual tone for the volume by arguing for a shift in sociological paradigms from one of "race relations" to a project of "deracialization." As part of his larger argument for a vision of an American society based on both cultural pluralism and economic justice, Hare posits that we must move beyond the struggle to merely improve race relations to a more profound challenge to racialization itself, a challenge he believes could end racism by deconstructing the very concept of race preserved by the traditional race relations paradigm. While this general position has also been powerfully articulated by Michael Omi and Howard Winant in Racial Formation in the United States (1986, 1994), Paul Gilroy in Against Race: Imagining Political Culture Beyond the Color Line (2001), and others, Hare's essay fails to distinguish deracialization from prior undialectical struggles for integration and a "color-blind" society, or discuss the structures of power and privilege which equate the absence or removal of "race" with "whiteness." (questia, 2010).

Early American Sociology

Much of early American sociology was defined by the influence of Herbert Spencer (1820-1903); various strands of Social Darwinism; and political liberalism - with the latter paradoxically contributing to the discipline's conservativism. William Graham Sumner (1840-1910) and Lester F. Ward (1841-1913) exemplify these tendencies in late nineteenth- and early twentieth-century American sociological theory, but their work has certainly not passed the test of time. Other early American sociologists, especially from the Chicago School, did have an enduring impact on sociological theory. W.I. Thomas (1863-1947), Robert Park (1864-1944), Charles Horton Cooley (1864-1929), and George Herbert Mead (1863-1931) profoundly shaped the theoretical landscape of symbolic interactionism, and their ideas predominated until the institutionalization of sociology at Harvard University in the 1930s. While for many years sociologists have emphasized these three theoretical orientations, scholars of sociology have recently pointed to the significance of early women sociologists such as Jane Addams (1860-1935), Charlotte Perkins Gilman (1860-1935), and Beatrice Potter Webb (1858-1943), as well as the race theory of W.E.B. Du Bois (1868-1963).

Sociology at Harvard, Marxian Theory, and the Rise and Decline of Structural Functionalism

Pitirim Sorokin (1889-1968) was a central figure in the founding of sociology at Harvard University during the 1930s. Sorokin was soon overshadowed, however, by Talcott Parsons (1902-1979). Parsons is a key figure in the history of sociological theory in the United States because he introduced European thought to large numbers of American sociologists and developed a theory of action and, eventually, structural functionalism. Parsons helped to legitimize grand theory in the United States, and produced many graduate students who carried his ideas to other departments of sociology in the U.S. The rise of structural functionalism to a dominant position in the 1940s and 1950s led to the decline of the Chicago School. (McGraw Hill, 2004). While structural functionalism was gaining ground in the United States, the Frankfurt school of critical theory was emerging in Europe. With the rise to power of Adolf Hitler and the National Socialists in Germany, many of the critical theorists fled to the United States, where they came into contact with American sociology. Thinkers such as Max Horkheimer (1895-1973), Theodor Adorno (1903-1969), and Herbert Marcuse (1898-1979) propounded a kind of Marxian theory that was heavily influenced by the work of G.W.F. Hegel (1770-1831), Max Weber (1864-1920), and Sigmund Freud (1856-1939). Much of the critical theorists' work, however, was neglected until the 1960s. (McGraw Hill, 2004).

During the 1940s, '50s, and '60s, many criticisms and challenges to structural functionalism emerged. Radical sociologists such as C. Wright Mills (1916-1962) and conflict theorists attacked structural functionalism for its grand theory, purported political conservatism, inability to study social change, and lack of emphasis on social conflict. Other theorists, such as Erving Goffman (1922-1982) and George Homans (1910- ), developed dramaturgical analysis and exchange theory, respectively. The sociological phenomenology of Alfred Schutz (1899-1959) prompted a great deal of interest in the sociology of everyday life, which is exemplified by Harold Garfinkel's (1917- ) ethnomethodology. (McGraw Hill, 2004).

The Rise and Fall of Marxian Theory

During the 1970s and 1980s, a number of scholars revived Marxist perspectives in studies of historical sociology and economic sociology, while others began to question the viability of Marxian theory given the atrocities committed in the name of Marxism and the collapse of the Soviet Union and other Marxist regimes. Ritzer and Goodman suggest that neo-Marxian theory will see something of a renaissance as a consequence of the inequalities of globalization and the excesses of capitalism. (McGraw Hill, 2004).

Late Twentieth-Century Social Theory

In the last thirty years or so, a number of theoretical perspectives have emerged. First, and perhaps most significant, is the rise of feminist theory. Second, structuralism, post-structuralism, and post-modernism gained considerable ground - most notably in the work of Michel Foucault (1926-1984). Third, in the United States, many sociological theorists have developed an interest in the micro-macro link. Fourth, the debate over the relationship between agency and structure - which developed mainly in Europe - has made its way into sociological theory in the U.S. Finally, in the 1990s a number of sociological thinkers have taken an interest in theoretical syntheses. (McGraw Hill, 2004).

Early Twenty-First-Century Theory

While the future of sociological theory is unpredictable, a number of perspectives have come to the forefront in recent years. Multicultural social theory, for example, has exploded in the past 20 years. Post-modernism continues to be influential, though some post-post-modernists are making headway. Finally, theories of consumption are shifting the focus of sociology away from its productivist bias and toward consumers, consumer goods, and processes of consumption. (McGraw Hill, 2004).

However, Social planning is considered in the context of the political system, which is understood to be a way of allocating opportunities for interest satisfaction. This paper explains how political systems change so that social planning may be located on the continuum of history. According to this model, government evolves as simple communities begin to differentiate internally as a result of more frequent and cooperative contact with their environments. Social policy is oriented toward the neutralization of some of the social, hierarchical effects of this differentiation. In this sense, planning is an act of power. By its nature, however, it is not at home in a power system. Rather, it is the first step toward integrating systems by control of information. In the future, an economy of abundance may allow societies planned in this way to become self-regulating instead of being regulated by force by the state. (Pusic, E., 1981)

Impact and inform public policy and advance the greater good by identifying community needs and working with key stakeholders on issues affecting the health and welfare of the community. Study how to analyze existing policy and the key economic and legal factors that influence decision-making. Explore strategies behind successfully collaborating and coordinating with legislators, lobbyists, and others to create informed policy and sustainable change. (Jstor, 1989).

On the other hand, The sociology of race and of ethnic relations is the area of the discipline that studies the social, political, and economic relations between races and ethnicities at all levels of society. This area encompasses the study of racism, residential segregation, and other complex social processes between different racial and ethnic groups. The sociological analysis of race and ethnicity frequently interacts with other areas of sociology such as stratification and social psychology, as well as with postcolonial theory.

At the level of political policy, ethnic relations is discussed in terms of either assimilationism or multiculturalism. Anti-racism forms another style of policy, particularly popular in the 1960s and 70s.

List of American Sociologists
W.E.B. Dubois, Sociologist, Author & Civil Rights Leader(1868 -1963) "Children learn more from what you are than what you teach" by Dubois, 1897

W.E.B. (William Edward Burghardt) Dubois was born on February 23, 1868 in Great Barrington, Massachusetts. He was one of the most influential black leaders of the first half of the 20th Century. Dubois shared in the founding of the National Association for the Advancement of Colored People, or NAACP, in 1909. He served as its director of research and editor of its magazine, "Crisis," until 1934.

Dubois was the first African American to receive a Ph.D. from Harvard University in 1896. Between 1897 and 1914 Dubois conducted numerous studies of black society in America, publishing 16 research papers. He began his investigations believing that social science could provide answers to race problems. Gradually he concluded that in a climate of virulent racism, social change could only be accomplished by agitation and protest.

At the turn of the century Dubois had been a supporter of black capitalism. Throughout his career he moved steadily to the political left. By 1905 he had been drawn to socialist ideas and remained sympathetic to Marxism throughout his life. Dubois acted in support of integration and equal rights for everyone regardless of race, but his thinking often exhibited a degree of black separatist-nationalist tendencies. In 1961 Dubois became completely disillusioned with the United States. He moved to Ghana, joined the Communist Party, and a year later renounced his American Citizenship.

August 27, 1963, on the eve of the March On Washington, Dubois died in Accra, Ghana, shortly after becoming a Ghanan citizen. (Lucidcafe.com, January 01, 2011)

William Julius Wilson (born December 20, 1935) is an American sociologist. (Wikipedia, 2011). William J. Wilson served as the 80th President of the American Sociological Association. His Presidential Address, entitled "Studying Inner City Dislocations: The Challenge of Public Agenda Research," was delivered at the Association's 1990 Annual Meeting in Washington, DC,and was later published in the American Sociological Review (ASR February 1991, Vol 56 No 1, pp 1-14). Wilson is currently with the Wiener Center for Social Policy of the Kennedy School of Government at Harvard University. (American Sociological Association, 2011).

E. Franklin Frazier, in full Edward Franklin Frazier (b. September 24, 1894, Baltimore, Maryland, U.S.—d. May 17, 1962, Washington, D.C.), American sociologist whose work on African American social structure provided insights into many of the problems affecting the black community. (Britannica.com ,2011).

Political Sociology
Political sociology is the study of the relations between state and society. (Wikipedia, 2010).

The Mattei Dogan Foundation Prize in European Political Sociology

Metaphysics
Today Date: Sunday, February 27, 2011 Time: 9:26 AM

Dr. Darlena Pagan lectures in the three different subject as following: metaphysics, philosophy and theology.

Moral Philosophy
The purpose of this summary is to find where moral philosophy is used in sociology. I have two type of Moral Philosophy concepts as the following:

1. Right Behavior - (This is a systematic behavior) 2. Right and Wrong Behavior - (This is a judgement)

The Right Behavior is systematic but Right and Wrong Behavior is judgement.

Moralization Theory
Moralization Theory thrives toward analyzing facts in behaviors of fundamental and development morals and immorals in socialization. There are six methods of Moral facts as following:

1) Christian Morals 2) Natural Morals 3) Religious Morals 4) Institution Morals 5) Immorals 5) Morals vs. Immorals

Civilization
According to Merriam Webster, civilization is a relatively high level of cultural and technological development; specifically : the stage of cultural development at which writing and the keeping of written records is attained. However, King James Bible is a civilization. It purpose was to form a civilization. Besides, it is one of the most knowledge bible of human civilization even written. The people inside the bible illustrates each tranaction that took place to form a civilization from tax payers to human behavior. However, the bible most interests were part was the creator, namely, God. As far as a relatively high level of cutural and technological development; people learn to use tools for their psychological needs like Maslow's hierarchy of needs. Also, the behaviors of human was an important observation for developing a civilization, inspired prophets and scribes wrote the bible.