Emory L. Cowen (1926 – November 30, 2000) was an American psychologist who pioneered the promotion of wellness in mental health.
He was raised on the “streets of Brooklyn” during the Great Depression, which left a lasting impression and became roots with which he identified throughout his life.
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 Syracuse University, for graduate school to study with Arthur W. Combs, a former student of Carl Rogers.
Throughout his career he made many notable contributions, including initiating the Primary Mental Health Project (PMHP), which is one of the most remarkable preventative initiatives, founding and directing the Center for Community Study in Rochester, NY, 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.
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.
This is awarded to the best dissertation within the range of topics that characterized Cowen's research program in wellness and prevention.
George Albee, a pioneer in primary prevention has described Cowen as, “the 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 rest” (Albee, 2000).
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 review of the program was documented and published in the book School Based Prevention for Children at Risk: The Primary Mental Health Project.
In graduate school he began with topics such as nondirective therapy, threat rigidity, and problem solving.
Maybe most importantly, his studies graduate school lead to two noteworthy realizations, which became the foundation for what colored the rest of his career.
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.
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.
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 psychology.