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My professional development as a psychologist began as the field of pediatric psychology was emerging and the opportunity to contribute to the Pioneers in Pediatric Psychology series has stimulated reflection on the interrelationship of these developmental processes. More specifically, I want to share my reflections on the formative role of three factors: the zeitgeist of innovative ideas that drive emergent processes, spawn new fields, and provide new opportunities to make a difference; the core values and defining characteristics of psychology as a behavioral science; and the importance of structures in fostering both disciplinary and personal development. It was my great good fortune to come into the field of psychology at a time of transformation in the science and practice of health care. These transformations were formative in the emergence of pediatric psychology as a field and my progressive personal identity formation as a psychologist, clinical psychologist, clinical-child psychologist, and, ultimately, pediatric psychologist. I was the first in my family to go to college and when I entered La Salle College (now University) in Philadelphia in 1963, I knew that I wanted to work with children and therefore thought that I should major in biology and become a pediatrician. However, once I took my first psychology course and learned that there was an entire discipline devoted to the science of behavior and care providers known as child psychologists worked with children and families in child guidance clinics, I switched my major to psychology and had a new career model that seemed a perfect fit for me. Indeed, it has been.
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