David A. Kenny
April 11, 2005
Memorial to J. Conrad Schwarz
This page is a memorial to my friend and colleague J. Conrad Schwarz.
It contains:
Reflections of colleagues and students
Reflections of Colleagues and Students
George Allen: Conrad was my colleague and my friend for over
30 years. He taught me many lessons over that period of time. Here, I bookcase
those lessons—taking some from both the beginning and the end of our
relationship. After he arrived at the
We were “next door neighbors,” both at the University and in a variety of
practice locations. Conrad always claimed that he was slow and plodding whereas
I was quick and facile. What he considered “slow and plodding,” however, I grew to understand was really methodical,
thoughtful, and meticulous. Over time, I grew to respect ever more deeply those
qualities. I also watched him grow increasingly beloved by his students and
colleagues over the years, always kind, gentle, and incredibly patient.
After Conrad became ill, I would visit him frequently; usually stopping by his
house after a hectic, emotionally challenging day the university. Invariably, I
would arrive to find a cold glass of beer set on a napkin at my usual seat, a
glass of wine set precisely on another napkin near his seat. Always the perfect
host, we toasted to good health, even though he was not supposed to drink
alcohol at the time.
Near the end of his life, I had the privilege and responsibility of helping
four of his advanced graduate students complete their dissertations when he no
longer could work with them. I was able to view Conrad through their
experiences with him as well as my own, during that very difficult period. They
and I marveled about how always stayed focused on their needs, their lives,
their concerns; how he never once complained about his own pain; how he never
once became outraged about his inevitably cruel fate, how he never once
bemoaned his own untimely ending.
Conrad’s office now is occupied by a new faculty member; an interpersonally
sweet, kind, and patient woman who I see as embodying many of Conrad’s finest
characteristics. My hope for her is that she will grow into the wisdom that
Conrad left as his legacy.
Conrad, may you rest in peace. I do and will continue to miss you.
Debbie S. Moskowitz: So many good
things to remember about Conrad as a mentor:
(1) his openness to new ideas - Conrad was ready and willing to
help his students develop promising new ideas even if the ideas were not
directly in the line of his own work.
(2) his support for both his
male and his female graduate students. I
went to graduate school at a time when it was not necessarily expected that
women would go on to have successful academic careers. I always felt that Conrad gave the same level
of support and encouragement to both the men and the women he was supervising.
(3) the carefulness of his
supervision - Conrad spent an extraordinary amount of time and care in individual supervision of
students. He insisted on weekly
individual meetings as well as our group supervision meetings. He methodically reviewed progress that had been made in
thinking about the research, the steps in the research process that still
needed to be completed, and the goals that we still needed to achieve.
(4) the generosity with which
he gave his own ideas - Conrad was modest and humble about his own
contributions to my work. When he had an
idea for a new article based on data I had collected, he insisted that I take
first authorship, even though the initiation for the new set of ideas was his
own.
(5) Conrad was a genuinely warm person who got excited
about ideas and made an enjoyable environment in which to conduct
research. He ran a research group which
supported mutual respect, intellectual rigor, and laughter.
Conrad was a pleasure to know while I was his
supervisee and after I graduated as a colleague.
He is greatly missed.
Aaron Gleason: Conrad was patient, kind, supportive, and
helpful, and he was interested in me as a person, not merely as his advisee. He
always offered guidance when asked, and when he and I differed as to which
direction to take, his guidance was more like a hand on my shoulder, rather
than an arm in my back pushing me onwards. He respected my opinions and always
listened, and he offered his own opinions gently, usually presenting them as
suggestions rather than pronouncements. As I have moved on in my training, I
have realized from discussions with my colleagues that Conrad's qualities are
unfortunately not as common among academic advisors as they should be. I am
fortunate to have known him and worked with him, and I am grateful for all that
he did for me.
David A. Kenny: Many times during the past 25 years I went to
Conrad for help and advice. Sometimes it was for advice with my career, other
times it was for research advice, and still other times it was for personal
advice. Every time he would not only give me good advice, but he would also
give it in such a way that made me feel better. Often
he came to me for statistical advice and unlike most others he did not want a
simple answer. He wanted the right answer and he wanted his students to
understand it was the right answer. I do miss you J. C.
Professor, Department of Psychology,
The
and Licensed Clinical Psychologist
Education: Ph.D 1963 Ohio State University M.A. 1961 Ohio State University B.S. 1958 Pennsylvania State University Experience: 1975-2003 Professor, University of Connecticut Member of the Teaching Faculty of the Graduate Training Program in Clinical Psychology 1973-2003 Private Practice of Clinical Psychology, part-time 1975-1972 Associate Professor, University of Connecticut Member of the Teaching Faculty of the Graduate Training Program in Clinical Psychology 1972-70 Associate Professor, Syracuse University 1968-67 Assistant Field Assessment Officer to Peace Corps Training Programs 1970-65 Assistant Professor, Syracuse University Member of the Teaching Faculty of the Graduate Training in Clinical Psychology 1965-62 Instructor in Psychology, Bowling Green State University Ohio Assistant Professor, 1964-65 1961-60 VA Psychology Internship, Columbus Administration Out-Patient Clinic, Ohio 1960-58 VA Psychology Trainee, Chillicothe Veteran's Administration N. P. Hospital , Ohio Consulting: 1994 Institute for Mental Health Initiatives, Washington , DC 1992-87 Optimum Resource, Inc., Software for Learning Disabled Children 1982-79 Bermuda Government, Child Development Project 1983-74 Eastern Connecticut 1976-74 Windham Public Schools-Project Self-Search 1972-69 Clinical Psychology Consultant: Onodaga Company Mental Health Clinic, Syracuse , NY 1972-68 Clinical Psychology Consultant: Veteran's Administration Out-Patient Clinic, Syracuse , NY Editorial Service: Consulting Editor - Developmental Psychology, 1981-1984. Honors: Regional Winner: The Johns Hopkins U. S. Phi Beta Kappa; Psi Chi; Phi Eta Sigma; Phi Kappa Phi, Sigma Xi Major Research Grants: National Institute for Alcohol Abuse and Addiction, 1986-1989. "Personality Influences on Alcohol Consumption" Total Costs: $285,048. National Institute of Mental Health, 1984-1985. "Parental Conflict and Late Adolescent Psychopathology - Supplement" Total Costs: $48,825. National Institute of Mental Health, 1978-1983. "Parental Conflict and Late Adolescent Psychopathology" Total Costs: $261,410 U. S. Department of Education, Regional Grant, 1970. "Modifying the behavior of Socially Withdrawn Preschoolers." Total Costs: $20,245. National Laboratory in Early Childhood Education, Center at Syracuse University Specialization: Clinical Psychology Research Interests: Family Dynamics Personality Development in Children Origins of Psychopathology Child and Family Therapy Software for the Learning Disabled; Trauma and Abuse
Books and Monographs:
Hindy, C. G., & Schwarz, J. C. (1994). Anxious romantic attachment in
adult relationships. In M. B. Sperling
& W. H. Berman (Eds.) Attachment in adults: Clinical and developmental
perspectives. (pp. 223-288)
Schwarz, J. C.
(1994). [Childhood origins of psychopathology]. In
Helena Slobadskaya (Ed. & Trans.), [Child
development: The modern scientific views.]
Schwarz,
J. C., & Herfkens, C. A. B. (1991). Teacher's Manual for the Optimum Resource Reading
Program.
Hindy, C. G., Schwarz, J. C., & Brodsky, A. (1989). If this is love, why do I feel so insecure?
Hindy, C. G., Schwarz, J. C., & Brodsky, A. (1990). If this is love, why do I feel so insecure? [paperback edition]
Hindy, C. G., Schwarz, J. C., & Brodsky, A. (1990). Se questo e amore... is
love..., Italian translation by D. Georgiacodes
& L. Lax].
Schwarz, J. C.
(1985). Childhood psychopathology. In S. I. Pfeiffer
(Ed.), Clinical Child Psychology: An Introduction to Theory, Research, and
Practice.
McCartney,
K., Scarr, S., Phillips, D., Grajeck,
S., & Schwarz, J. C. (1982). Environmental differences among day care centers and their effects
on children's development. In E. F. Zigler
& E. W. Gordon (Eds.), Day care: Scientific and social policy issues.
Schwarz, J. C.
(1970). Deck-a-Dot manual: An educational card game program to develop
arithmetic readiness. EduGame Learning Aids,
Inc.,
Schwarz, J. C.
(1963). Factors influencing expectancy change during delay in a series of
trials on a controlled skill task. Doctoral Dissertation,
Schwarz, J. C.
(1961). The effects of prejudice on the perceived
differences between self and others. Master's Thesis,
Computer
Software:
Schwarz,
J. C. (1991) (Co-developer with Herfkens, C. A. B.,
Beaumont, S., and Hefter, R.) The Optimum Resource Reading
Program. Norfolk, CT: Optimum Resource, Inc. [A Software system in 9
modules that teaches decoding skills on a personal computer using voice
recognition and speech synthesis.]
Research Reports:
Weiss, L. H.,& Schwarz, J. C. (in press) Parenting styles and personality, adjustment, substance abuse and achievement in older adolescents. Child Development
Shapiro, B. L., & Schwarz, J. C. (in press ). Date rape: Its relationship to trauma symptoms and sexual self-esteem. The Journal of Interpersonal Violence.
Zeanah, P. D., & Schwarz, J. C. (1996). Reliability and validity of the Sexual Self-Esteem Inventory for Women. Assessment, 3, 1-15.
Epstein, E. E.,
Ginsburg, B. E., Hesselbrock, V. M., Schwarz, J. C.
(1994). Substance abusers subtyped by antisocial
personality and primary or secondary depressive disorder. Annals of the
Sonnenblick, R., & Schwarz, J. C. (1993). The Development of a measure of post divorce hostile conflict between parents. Resources in Education, ERIC Document Reproduction Service Tracking No. TM 020388.
Schwarz, J. C.
(1993). Social Attitudes Questionnaire, including experience with and
attitudes toward drug and alcohol use. [HAPI online database
record].
Schwarz,
J. C., & Wheeler, D. S. (1993).
Sibling Position Questionnaire, with scoring for Dependency Need and
Dependency Inhibition. [HAPI online database record].
Wheeler,
D. S., & Schwarz, J. C. (1993).
Estimating Alcohol Consumption from the Social Attitudes
Questionnaire. [HAPI online database record].
Schwarz, J. C., & Wheeler, D. S. (1992). Dependency conflict, marital threat, and alcohol consumption in a middle-aged sample. Journal of Genetic Psychology, 153, 249-267.
Schwarz,
J. C., & Wheeler, D. S. (1991).
Personality predictors of alcohol and drug use in university
students. (abstract) Proceedings of the
Second European Congress of Psychology,
Schwarz, J. C. (1990). Schwarz Inter-Parental Conflict Scale (IPC). (abstract) In J. Touliatos, B. Perlmutter, & M. Straus (Eds.), Handbook of family measurement techniques, Thousand Oaks, CA: Sage Publications, Inc. pp. 485-486. (Scale forms, scoring procedures and norms deposited with the National Auxiliary Publication Service, NAPS-3, No. 04675.)
Schwarz, J. C. (1990). Schwarz Inter-Parental Influence Scale (IPI). (abstract) In J. Touliatos, B. Perlmutter, & M. Straus (Eds.), Handbook of family measurement techniques, Thousand Oaks, CA: Sage Publications, Inc. pp. 486-487. (Scale forms, scoring procedures, and norms deposited with the National Auxiliary Publication Service, NAPS-3, No. 04675.)
Schwarz,
J. C., & Zuroff, D. (1990). Schwarz-Zuroff Love
Inconsistency Scale (LI). (abstract) In J. Touliatos, B., Perlmutter,
& M. Straus (Eds.), Handbook of family measurement techniques,
Schwarz, J. C. (1990). Personality and alcohol consumption. Final Report, Grant No. 5RO1 AA067754-03, Department of Health and Human Services Public Health Service, National Institute of Alcohol Abuse and Alcoholism.
Wheeler, D. S., & Schwarz, J. C. (1989) Millon Clinical Multiaxial Inventory (MCMI) scores with a collegiate sample: Long-term stability and self-other agreement. Journal of Psychopathology and Behavioral Assessment, 11, 339-352.
Schwarz, J. C., & Mearns, J. (1989). Assessing parental childrearing behaviors: A comparison of parent, child, and aggregate ratings from two instruments. Journal of Research in Personality, 23, 450-468.
Southworth, S., & Schwarz, J. C. (1987). Post-divorce contact, relationship with father, and daughter's heterosexual trust. American Journal of Ortho-psychiatry, 57 371-382.
O'Brien-Towle, P., & Schwarz, J. C. (1987). The child behavior checklist as applied to archival data: Factor structure and external correlates. Journal of Clinical Child Psychology, 16, 69-79.
Schwarz, J. C. (1986). Parental conflict and late adolescent psychopathology. Final Report. Department of Health and Human Services Public Health Service, National Institute of Mental Health. RO1MH31750.
Schwarz,
J. C., & Mearns, J. (1986). Assessing childrearing behaviors
II: A comparison of ratings by mother, father, child, and sibling on the
parent behavior form (PBF). Paper presented at the Conference on
Human Development,
Schwarz, J. C., & Williams, B. E. (1986). Masculinity and femininity: The role of desirability in the relationships among measures based on self-concept and personality traits. Sex Roles, 15, 569-584.
Schwarz, J. C., Barton-Henry, M. L., & Pruzinsky, T. (1985). Assessing childrearing behaviors with the CRPBI: A comparison of ratings by mother, father, student, and sibling. Child Development, 56, 462-479.
Wertheim, E. H., & Schwarz, J. C. (1983). Depression, guilt, and self-management of pleasant and unpleasant events. Journal of Personality and Social Psychology, 45, 884-889.
Schwarz, J. C.
(1983). Infant day care: Effects at 2, 4, and 8 years. Paper presented
as part of a symposium at the Biennial Meeting of the Society for Research in
Child Development,
Schwarz, J. C.
(1983). Effects of group day care in the first two years.
Paper presented as part of a symposium at the Biennial Meeting of the Society
for Research in Child Development,
Schwarz, J. C., Schrager, J. B., & Lyons, A. E. (1983). Delay of gratification by preschoolers: Evidence for the validity of the choice paradigm. Child Development, 54, 1620-1625.
Scarr, S., McCartney, L., Schwarz, J. C., Grajek, S., Phillips, D., Caparulo,
B., Billington, R.,
Moskowitz, D. A., & Schwarz, J. C. (1982). A validity comparison of behavior counts and ratings by knowledgeable informants. Journal of Personality and Social Psychology, 42, 518-528.
Schwarz, J. C.
(1981). Measuring individual differences in self-control
and self-regulation in early childhood. Paper presented at
Biennial Meeting of the Society for Research in Child Development,
Schwarz, J. C.
(1980). Do androgynous men and women have high self-esteem? Paper
presented at the Annual Meeting of the American Psychological Association in
Schwarz, J. C., & Getter, H. (1980). Parental conflict and dominance in late adolescent maladjustment: A triple-interaction model. Journal of Abnormal Psychology, 89, 573-580.
Zuroff, D. C., & Schwarz, J. C. (1980). Transcendental meditation: A two-year follow-up of a controlled experiment. American Journal of Psychiatry, 137, 1229-1231.
Schwarz, J. C. (1979). Childhood origins of psychopathology. American Psychologist, 34, 879-885.
Schwarz, J. C. (1979). Parental conflict and dominance patterns as determinants of adolescent adjustment: A triple interaction model. In G. Maris (Ed.), XVII Inter-American Congress of Psychology: Proceedings. Abstract.
Schwarz, J. C., & Zuroff, D. (1979). Family structure and depression in female college students: Effects of parental conflict, decision-making power, and inconsistency of love. Journal of Abnormal Psychology, 88, 398-406.
Lemly, E. B., & Schwarz, J. C. (1979). Temperament and childrearing
antecedents of 2-year-olds' reactions to male and female strangers. Proceedings:
Biennial Meeting of the Society for Research in Child Development, (II).
Scarr, S., & Schwarz, J. C. (1979). Report to the
Zuroff, D. C., & Schwarz, J. C. (1978). The effects of transcendental meditation and muscle relaxation on trait anxiety, maladjustment, locus of control, and drug use. Journal of Consulting and Clinical Psychology, 46, 264-271.
Zuroff, D. C., & Schwarz, J. C. (1978). An instrument for measuring the behavioral dimension of social anxiety. Psychological Reports, 42, 371-379.
Moskowitz, D. S., Schwarz, J. C., & Corsini, D. A. (1977). Initiating day care at three years of age: Effects on attachment. Child Development, 48, 1271-1276.
Schwarz, J. C., & Pollack, P. R. (1977). Affect and delay of gratification. Journal of Research in Personality, 11, 147-164.
Higgins, K., & Schwarz, J. C. (1976). Use of reinforcement to produce loose construing: Differential effects for schizotypic and non-schizotypic normals. Psychological Reports, 38, 799-806.
Schwarz, J. C.
(1975). Social and emotional effects of day care: A review of recent research.
Report to the Study Group on the Family, Society for Research in Child
Development,
Schwarz, J. C.
(1974). Situational influences on self-imposed delay of gratification. Proceedings
15th Inter-American Congress of Psychology,
Schwarz, J. C., Strickland, R. G., & Krolick, G. (1974). Infant day care: Behavioral effects at preschool-age. Developmental Psychology, 10, 502-506.
Seeman, G., Schwarz, J. C. (1974). Affective state and preference for immediate versus delayed reward. Journal of Research in Personality, 7, 384-394.
Schwarz, J. C.
(1973). The relationship of initial emotional adjustment
to later peer attachment in preschool. Research
Report,
Schwarz, J. C.
(1973). The influence of group size on children's initial
emotional reactions and short-term adjustment to preschool. Research Report,
Schwarz, J. C., Krolick, G., & Strickland, R. G. (1973). Effects of early day care experience on adjustment to a new environment. American Journal of Orthopsychiatry, 43, 340-346.
Schwarz,
J. C., & Wynn, R. (1973). Prediction of initial emotional response and early adjustment
to nursery school. Final report. Office of
Education,
Evers, W. L., & Schwarz, J. C. (1973). Modifying social withdrawal in preschoolers: The effects of filmed modeling and teacher praise. Journal of Abnormal Child Psychology, 1, 248-256.
Schwarz, J. C. (1972). Effects of peer familiarity on the behavior of preschoolers in a novel situation. Journal of Personality and Social Psychology, 24, 276-284.
Schwarz, J. C. (1972). The effects on novel stimulation on arousal level in young children alone and with a friend. Research in Education, ERIC Document Reproduction Service No. PS 005 150.
Schwarz, J. C. (1972). Effects of teacher behavior modification on unresponsive students. Research in Education, ERIC Document Reproduction Service No. PS 005711.
Schwarz,
J. C., & Wynn, R. (1972). Effect of group size on initial emotional adjustment of preschool
children. Final Report. Office of Education,
Schwarz, J. C. (1971). High school yearbooks: Further explication and reply to Meehl. Journal of Abnormal Psychology, 78, 145-47.
Schwarz, J. C., & Wynn, R. (1971). The effects of mothers' presence and previsits on children's emotional reactions to starting nursery school. Child Development, 42, 871-881.
Gershaw, J., & Schwarz, J. C. (1971). The effects of familiar toy and mother's presence on exploratory and attachment behaviors in young children. Child Development, 42, 1662-1666.
Schwarz, J. C., & Wynn, R. (1971). Starting nursery school II: Predictions of children's initial emotional reactions from background information. Research in Education, ERIC Document Reproduction Service No. PS 004 480.
Schwarz, J. C.
(1970). Comment on "High school yearbook: A nonreactive
measure of social isolation in graduates who later become schizophrenic." Journal of Abnormal Psychology, 75, 317-18.
(Reprinted in: L. D. Goodstein and R. I. Lanyon,
(Eds.),
Schwarz, J. C. (1969). The contribution of generalized expectancy to stated expectancy under conditions of success and failure. Journal of Personality and Social Psychology, 11, 157-64.
Schwarz, J. C. (1969). Fear and attachment in young children. Merrill-Palmer Quarterly of Behavior and Development, 14, 313-22.
Schwarz, J. C. (1967) A new procedure for administering objective tests in large classes. Journal of Educational Measurement, 4, 167-68.
Schwarz, J. C.
(1966). Influences upon expectancy during delay. Journal of Experimental Research in Personality, 1,
211-20. (Reprinted in: J. B. Rotter,
J. Phares and J. Chance, (Eds.), Applications of a
social learning theory of personality (pp. 57-68), 1972, New York: Holt,
Rinehart, and Winston).
