All posts by Scott Allison

About Scott Allison

Scott Allison has authored numerous books, including 'Heroes' and 'Heroic Leadership'. He is Professor of Psychology at the University of Richmond where he has published extensively on heroism and leadership. His other books include Reel Heroes, Conceptions of Leadership, Frontiers in Spiritual Leadership, and the Handbook of Heroism. His work has appeared in USA Today, National Public Radio, the New York Times, the Los Angeles Times, Slate Magazine, MSNBC, CBS, Psychology Today, and the Christian Science Monitor. He has received Richmond's Distinguished Educator Award and the Virginia Council of Higher Education's Outstanding Faculty Award.

Bob Marley: A Spiritual and Revolutionary Hero through Music

Artist Heroes, Celebrity Heroes, Legendary Heroes
Bob Marley, who still casts a large shadow on the reggae world 39 years after his death, would have turned 75 this week.

By Corinne Devaney

Celebrities are most looked up to as heroes because of their talent, but for Robert Nesta Marley, being one of the first music artists from a third world country to achieve international stardom was the least of his worries.

While other singers may worry about hitting the top charts, Marley introduced the world to the concept of Reggae and Rastafarianism from his own culture while fighting to free other countries that have lost their values due to British colonialism.

Marley was brought up in a crime ridden neighborhood of St. Anne, Jamaica from a Black mother and white father, who had abandoned him when he was young. His heroic transformation began when he was given the help of piano lessons at age ten and began following the Rastafarian religion, which includes elements of Christianity, Pan-Africanism, and anti-imperialism. These spiritual teachings gave him a sense of sociocentricity for his African heritage and Jamaica, which had been fighting for its independence his entire childhood.

Singing about love, peace, and Jamaican social justice, Marley became the “preacher of positivity” with powerful lyrics like, “One love, one heart . . . Let’s get together and feel all right.” When his popularity grew and he knew people were listening, he additionally made it his priority to fight for the rights of other colonized countries in Africa.

By extracting his lyrics from the speeches of political freedom fighters in Zimbabwe, South Africa, and Ethiopia, he brought African civil rights in the world’s center of attention. Marley’s message is revolutionary and motivational, but executed with an amiableness that I’d compare to Mahatma Gandhi.

By staying true to his spirituality, he developed self-awareness about the power of money and its ability to alter the freedom of his mind. Acting upon his thoughts, he dedicated the majority of his time and money to giving back to the country that raised him. Marley organized Jamaican community projects, investing in the schooling systems, and paying to support housing and food to over 6,000 people.

He strived to make his followers mindful of the dangers of fame in his lyrics, “Don’t gain the world and lose your soul, wisdom is better than silver or gold.”

Even having acquired great power and influence in his life, he was a consistently altruistic man that valued his spirituality and love over material possessions. Marley’s biggest setback of his later life was being shot in the breastbone and biceps after an assassination attempt in his hometown. Less than two weeks later he performed in the “Smile Jamaica” concert just a few towns over from where the attack on him had occurred.

The courageous act shows his unstoppable compassion for his country. The near-death experience actually gave him less fear in the face of death and brought him closer to his religion. Looking through his impactful lyrics, I came across a connection between his urge to perform his music and the shooting in one of my favorite songs, “Trenchtown Rock”.

“One good thing about music, when it hits you, you feel no pain.” Unlike the pain of the bullet, music was a strong and peaceful influence over Marley that he believed he had to give to influence others. In fact, he loved giving his music to people so much that he refused medical help for his wounds and his condition worsened when he was diagnosed with melanoma on his world tour visiting the US. He believed the Rastafarian religion was the way for God to heal him and didn’t fear the risk of dying due to his unwavering faith.

When he was advised to have his toe amputated to stop the spread of the disease, he refused because in his religion it is considered a sin to remove part of one’s body, also called the “temple.” Although his life was short, ending at 36, he sure made it worth it. Growing up being the underdog of his small society, his humbling words have stretched across the globe.

I would consider Marley to be a martyr because he died creating music for others and refused to care for his own well-being. His inspiring acts of selflessness and resilience through every milestone of his life makes him my personal hero.

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Corinne Devaney is an  undergraduate student at the University of Richmond. She wrote this essay as part of her course requirement while enrolled in Dr. Scott Allison’s Heroes & Villains class.

Just Keep Swimming: Dory’s Heroic Lesson to the World

Fictional Heroes

By Casey Merz

“When life gets you down do you wanna know what you’ve gotta do? Just keep swimming. Just keep swimming. Just keep swimming, swimming, swimming.”

Even if Dory left no other impression on anyone watching Finding Nemo, there is no doubt she left this saying somewhere in everyone’s head. And unless you are predetermined to not enjoy a movie, or honestly even if you are, Dory is a character that does not fail to bring smiles and laughs to watchers.

I’m convinced it is impossible to watch Finding Nemo without feeling happy just watching Dory’s spirited, hilarious actions and constant positive attitude. Despite her short-term memory loss and lack of personal connection to the problem, Dory’s optimism and selflessness makes Dory the perfect fish to go on a dangerous and life-changing journey with an overly cautious father searching for his son.

Dory was called on a mission solely by her genuine kind-hearted spirit… well, that and her clumsiness. When Dory swims right into a frantic, distraught clown fish, she does not realize she is stepping into an incredible and unthinkable journey. Unlike every other fish, Dory does not get agitated or swim away from Marlin; instead, her friendliness leads her to selflessly offer help and knowledge to a complete stranger without hesitation. And while she does forget what she is doing a few times, she jumps at the chance to help with equal excitement every single time.

Throughout the journey, Dory and Marlin face multiple dangers, threats, and unknowns. Marlin would never have the confidence to face these obstacles alone, but Dory is always there to push him through. Dory gets on Marlin’s nerves with her clueless fearlessness: asking strangers for help, assuming the best from known predators, and making fun out of serious situations.

However, Dory is always her true self and never fails to support Marlin, who she only met a few hours ago. She is able to put Marlin first despite his insensitivity to her feelings because she genuinely cares about helping, just as a hero would. Dory’s positive outlook on life and trust in those around her is the only thing that got the two of them through the journey to find Nemo.

Marlin and Dory hit rock bottom when they reach the harbor and think Nemo is dead. Marlin leaves Dory in a state of despair despite their growing friendship, and Dory is left alone and back in a confused state of forgetfulness.

But of course, just as things seem truly hopeless, Nemo appears well and alive! Nemo perfectly resembles Dory’s kindness to Marlin as he swims up to Dory to help a confused and sad stranger. With this encounter, Dory remembers everything, and they are able to find Marlin and rejoin the father and son!

Despite Dory’s constant happiness, it is clear she was missing a family and true confidence in herself. With Marlin and Nemo, Dory’s memory is better than ever, showing that she gains confidence through having a support system. She finds a family in her new friends and returns home with them, completing their broken family as well.

Dory was a hero to Marlin, bringing him optimism and hope when he had none. Dory was a hero to Nemo, overcoming her forgetfulness to find and save him. Dory was a hero to their family, bringing Marlin and Nemo back together with a bond they were missing before. And Dory is a hero to every person facing challenges in life, presenting the power of optimism and bringing a smile to our faces even in the darkest times.

Every person will struggle in their lives. Every person will face a situation where it feels they have no control. But Dory reminds us there is one thing we always have power over: our personal actions. She introduces a positive outlook on the idea that no matter how hard things seem, we must keep moving if we are going to get through it.

“Just keep swimming.”

Keep trying. Push through. You will make it out on the other side.

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Casey Merz is an  undergraduate student at the University of Richmond. She wrote this essay as part of her course requirement while enrolled in Dr. Scott Allison’s Heroes & Villains class.

Bethany Hamilton: A Hero Who Defies Odds and Provides Hope

Unsung Heroes

By Evelyn Barringer

Bethany Hamilton was on the path to be a hero from a young age. With her two parents and brothers being competitive surfers, she was destined to be great, yet no one could have predicted the traumatic event that would take her local heroism to a world wide scale.

Being a young surfer with as many trophies and wins is impressive in itself. But the fact that she is a young female surfer in a sport dominated by men caused Bethany to be seen as a role model and mentor to children, and especially girls, in Hawaii. To locals, Bethany was on her way to becoming, if not already, a hero. Then, disaster struck.

When Bethany was only 13 years old, she lost her arm from a tiger shark bite while surfing. Her entire left arm was bit clean off. It seemed this tragedy signified the end of her surfing career, given the fact that two arms are crucial for paddling and balance and the assumption that she would be terrified to ever enter the water again after such a horrific accident.

Yet this assumption could not be farther from what happened. Not only did Bethany get back on her board and into the water, she continued to compete in able body tournaments and grew into a pro surfer and hero. Her heroic status started locally as surfers and residents in Hawaii heard of her overcoming such odds. Then, with the help of movies, books and TV, her heroism spread nationally.

She follows the traditional hero journey. She is living a normal life like everyone else her age, aside from her gift of surfing. Yet she faces a significant hardship she has to overcome. Bethany, at first, is lacking the determination to continue her fight to surf after it appears harder than she expected.

Like most heroes are at some point, she is distraught and on the verge of giving up when she finds a mentor. She has support from family, friends and coaches, but her most impactful mentor was Sarah Hill, her youth director at church. Through their relationship Bethany grew to be able to motivate herself and find the confidence she was missing.

Finally, to finish the traditional heroic journey, Bethany overcomes the hardship and uses what she learned to inspire and connect with others. Today, she is still a surfer but spends a lot of her time working with injured and disabled patients and being a motivational speaker.

Bethany was able to reach a heroic status due to her relatability. She was a totally normal girl prior to the accident and continued to live a life of normalcy. Getting back into surfing was more of a way for her to continue with her life than an attempt to draw attention and fame. This sense of normalcy made those who admired her feel like they knew her and she developed a following of people who saw her as an ordinary girl who overcame extraordinary odds which elevated her to a position of heroism and made her someone people could look up to.

Her most heroic act and largest impact is her ability to provide people with hope. From young girls hoping to become surfers to handicapped adults, she was able to inspire and provide hope to countless individuals. Her ability to overcome such odds provides hope to anyone with the odds stacked against them, especially those with disabilities that were also once considered detrimental. Her ability to provide hope to able body and handicapped people of all ages demonstrates her resounding heroism.

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Evelyn Barringer is an  undergraduate student at the University of Richmond. She wrote this essay as part of her course requirement while enrolled in Dr. Scott Allison’s Heroes & Villains class.

Psychological Phenomena Discovered by Scott T. Allison’s Research Lab, 1985 – Present

Commentary and Analysis

Below is a partial listing of phenomena discovered by Dr. Scott T. Allison’s research lab from 1985 to the present day.

1. The Group Attribution Error – 1985

The tendency to overlook the power of group decision rules in producing group outcomes, leading to the inference that group outcomes reflect group members’ attitudes.

Allison, S. T., & Messick, D. M. (1985). The group attribution error. Journal of Experimental Social Psychology, 21, 563-579.

2. The Illusion of Attitude Change – 1987

People’s tendency to use two decision outcomes to assume that attitude change has occurred, overlooking the role of two difference decision rules.

Mackie, D. M., & Allison, S. T. (1987). Group attribution errors and the illusion of group attitude change. Journal of Experimental Social Psychology, 23, 460-480.

3. The Feature-Positive Effect on Attitude and Consensus Judgments – 1988

The tendency of actions to exert a stronger effect on attitudes and consensus judgements compared inactions.

Allison, S. T., & Messick, D. M. (1988). The feature-positive effect, attitude strength, and degree of perceived consensus. Personality and Social Psychology Bulletin, 14, 231-241.

4. Muhammad Ali Effect – 1989

The tendency of people to rate themselves as more moral than others but not necessarily as more intelligent than others. (based on a quip from Ali who said after failing the Army entrance exam, ‘I never said I was the smartest, only the greatest’)

Allison, S. T., Messick, D. M., & Goethals, G. R. (1989). On being better but not smarter than others: The Muhammad Ali effect. Social Cognition, 7, 275-296.

5. Constructive Social Comparison – 1991

The phenomenon of people’s needs and motivations biasing their social comparisons in a self-serving manner.

Goethals, G. R., Messick, D. M., & Allison, S. T. (1991). The uniqueness bias: Studies of constructive social comparison. In J. Suls & B. Wills (Eds.), Social comparison: Contemporary theory and research (pp. 149-176). New York: Lawrence Erlbaum.

6. Nonpartitioned Resource Overconsumption Effect – 1992

The tendency of people to consume more than their fair share of a common resource when they resource is nonpartitioned in nature compared to when it is partitioned.

Allison, S. T., McQueen, L. R., & Schaerfl, L. M. (1992). Social decision making processes and the equal partitionment of shared resources. Journal of Experimental Social Psychology, 28, 23-42.

7. Group Correspondence Biases in Public Goods Tasks – 1994

The bias in assuming that a successful outcome in public goods tasks is diagnostic of group members’ level of cooperation and competence.

Allison, S. T., & Kerr, N. L. (1994). Group correspondence biases and the provision of public goods. Journal of Personality and Social Psychology, 66, 688-698.

8. Metaphor-Based Hypotheses in Social Dilemma Research – 1996

The strategy of scientists to employ metaphorical images to inform their research on social dilemma situations.

Allison, S. T., Beggan, J. K., & Midgley, E. H. (1996). The quest for ‘similar instances’ and ‘simultaneous possibilities’: Metaphors in social dilemma research. Journal of Personality and Social Psychology, 71, 479-497.

9. Unintended Resource Overconsumption Effect – 1997

The tendency of people to accidentally overconsume common resources.

Herlocker, C. E., Allison, S. T., Foubert, J. D., & Beggan, J. K. (1997). Intended and unintended overconsumption of physical, spatial, and temporal resources. Journal of Personality and Social Psychology, 73, 992-1004.

10. Two-Stage Process Model of Shared Resource Consumption – 2000

A psychological model of resource consumption that consists of an initial application of a “divide equally” rule followed by an adjustment from this rule in a self-serving direction.

Roch,  S., Samuelson, C., Allison, S. T., & Dent, J. (2000). Cognitive load and the equality heuristic: A two stage model of resource overconsumption in small groups. Organizational Behavior and Human Decision Processes, 83, 185-212.

11. The Paradox of Ambiguous Information – 2002

The tendency of people to judge ambiguous information as less important than nonambiguous information despite preferring to share ambiguous information with their collaborators.

Eylon, D., & Allison, S. T. (2002). The paradox of ambiguity in cooperative and competitive organizational settings. Group and Organization Management, 27, 172-208.

12. The Death Positivity Bias – 2005

The tendency of people to evaluate the dead more favorably than the living.

Allison, S. T., & Eylon, D. (2005). The demise of leadership: Death positivity biases in posthumous impressions of leaders. In D. Messick & R. Kramer (Eds.), The Psychology of Leadership: New Perspectives and Research (pp 295-317). New York: Erlbaum.

13. The Frozen in Time Effect – 2005

People’s tendency to resist changing their impressions of the dead compared to the living.

Eylon, D., & Allison, S. T. (2005). The frozen in time effect in evaluations of the dead. Personality and Social Psychology Bulletin, 31, 1708-1717.

14. The Underdog Abandonment Effect – 2008

The tendency of people to no longer root for the underdog when both self‐relevance and consequences are low.

Kim, J., Allison, S. T., Eylon, D., Goethals, G., Markus, M., McGuire, H., & Hindle, S. (2008). Rooting for (and then Abandoning) the Underdog. Journal of Applied Social Psychology, 38, 2550-2573.

15. The Great Eight Traits of Heroes – 2011

The discovery that people believe that heroes possess the traits of wise, strong, charismatic, caring, resilient, reliable, selfless, and inspiring.

Allison, S. T., & Goethals, G. R. (2011). Heroes: What they do and why we need them. New York: Oxford University Press.

16. Social Influence Based Taxonomy of Heroism – 2012

The scientific identification of heroes as Transforming, Transfigured, Traditional, Transparent, Transposed, Tragic, Transitional, Transitory, Trending, and Transcendent.

Allison, S. T., & Goethals, G. R. (2013). Heroic leadership: An influence taxonomy of 100 exceptional individuals. New York: Routledge.

17. The Heroic Leadership Dynamic – 2014

A system of psychological forces that can explain how humans are drawn to heroes, how they benefit from these heroes and their stories, and how heroic tales help people become heroes themselves.

Allison, S. T., & Goethals, G. R. (2014). “Now he belongs to the ages”: The heroic leadership dynamic and deep narratives of greatness. In Goethals, G. R., et al. (Eds.), Conceptions of leadership: Enduring ideas and emerging insights. New York: Palgrave Macmillan.

18. Epistemic and Energizing Functions of Heroism – 2014

The conceptualization of the functions of heroism that includes epistemological needs involving the imparting of wisdom and emerging needs involving healing, growing, and inspiration.

Allison, S. T., & Goethals, G. R. (2014). “Now he belongs to the ages”: The heroic leadership dynamic and deep narratives of greatness. In Goethals, G. R., et al. (Eds.), Conceptions of leadership: Enduring ideas and emerging insights. New York: Palgrave Macmillan.

19. The Johnny Carson Effect – 2014

The tendency of people’s current need states to determine their choice of heroes, with these need-states changing as a function of people’s developmental stages and their changing life circumstances. (named after Johnny Carson’s quip that after all his divorces, his hero changed from Babe Ruth to King Henry VIII)

Allison, S. T., & Goethals, G. R. (2016). Hero worship: The elevation of the human spirit. Journal for the Theory of Social Behaviour, 46, 187-210.

20. Six Benefits of Suffering – 2016

The identification of benefits of suffering as offering (1) redemption, (2) developmental progress, (3) humility, (4) compassion, (5) social union, and (6) meaning and purpose.

Allison, S. T., & Setterberg, G. C. (2016). Suffering and sacrifice: Individual and collective benefits, and implications for leadership. In S. T. Allison, C. T. Kocher, & G. R. Goethals (Eds), Frontiers in spiritual leadership: Discovering the better angels of our nature. New York: Palgrave Macmillan.

21. Six Types of Heroic Transformation – 2017

Six commons patterns of transformation in heroes that involve changes in their mental, emotional, physical, spiritual, moral, and motivational state.

Allison, S. T., Goethals, G. R., & Kramer, R. M. (2017). Setting the scene: The rise and coalescence of heroism science. In S. T. Allison, G. R. Goethals, & R. M. Kramer (Eds.), Handbook of heroism and heroic leadership. New York: Routledge.

22. Three Heroic Transformative Arcs – 2017

The tendency of heroes to transform from a state of egocentricity to sociocentricity; from dependence to autonomy; and from stagnation to growth.

Allison, S. T., & Goethals, G. R. (2017). The hero’s transformation. In S. T. Allison, G. R. Goethals, & R. M. Kramer (Eds.), Handbook of heroism and heroic leadership. New York: Routledge.

23. The Personal Heroic Imperative – 2018

Each human being’s built-in mandate to fulfill their heroic imperative by imagining and creating their own heroic growth.

Efthimiou, O., Allison, S. T., & Franco, Z. E. (2018). Heroism and wellbeing in the 21st century: Recognizing our personal heroic imperative. In O. Efthimiou, S. T. Allison, & Z. E. Franco (Eds.), Heroism and wellbeing in the 21st Century: Applied and emerging perspectives. New York: Routledge.

24. Transcendent and Trapped Immortality – 2018

The tendency of people to perceive dead heroes and villains differently. Specifically, we believe deceased good-doers achieve transcendent immortality, with their souls persisting beyond space and time; and evil-doers to have trapped immortality, with their souls persisting on Earth, bound to a physical location.

Gray, K., Anderson, S., Doyle, C. M., Hester, N., Schmitt, P., Vonasch, A., Allison, S. T., and Jackson, J. C. (2018). To be immortal, do good or evil. Personality and Social Psychology Bulletin, 44, 868-880.

25. Heroic Lag – 2019

The delay between the point in time when a hero first expresses their heroic message and when mainstream society adopts that message.

Goethals, G. R., & Allison, S. T. (2019). The romance of heroism and heroic leadership: Ambiguity, attribution, and apotheosis. West Yorkshire: Emerald.

26. Heroic Consciousness – 2019

The tendency of heroes to demonstrate a mental and experiential approach to the world that is nondualistic, transrational, unitive, and empowered.

Allison, S. T. (2019). Heroic consciousness. Heroism Science, 4, 1-43.

27. Seven Barriers to Heroic Transformation – 2019

The tendency of people to avoid heroic transformation because of self-ignorance, impoverished environments, personal trauma, victim identification, absence of mentors, mental/physical illness, and lack of psychological flexibility.

Allison, S. T., Goethals, G. R., Marrinan, A. R., Parker, O. M., Spyrou, S. P., Stein, M. (2019). The metamorphosis of the hero: Principles, processes, and purpose. Frontiers in Psychology, 10, 606.

28. Heroic Leadership Imperative – 2020

The mandate of transforming heroic leaders to meet the individual, collective, and transcendent needs of their followers.

Allison, S. T. & Goethals, G. R. (2020). The heroic leadership imperative: How leaders inspire and mobilize change. West Yorkshire: Emerald.

29. Heroic Wholeness Imperative – 2020

The mandate of leaders to promote psychological wholeness and well-being by meeting the higher-level transcendent needs of followers.

Allison, S. T. & Goethals, G. R. (2020). The heroic leadership imperative: How leaders inspire and mobilize change. West Yorkshire: Emerald.

30. The Hero Androgyny Phenomenon  — 2020
The tendency of heroes to possess both masculine and feminine traits, i.e., agency plus communality.

Hoyt, C. L., Allison, S. T., Barnowski, A., & Sultan, A. (2020). Lay theories of heroism and leadership: The role of gender, communion, and agency. Social Psychology, 51, 381-395.

31. Heroic Autonomy  — 2021

The imperative of the hero to perform the last and most crucial heroic act alone and independent from their friends and mentors.

Allison, S. T. (2021). Beth Harmon’s hero’s journey: The psychology of heroism in The Queen’s Gambit. Richmond: Palsgrove.

32. Heroic Balance  — 2021

The ability of the hero to achieve a healthy life balance needed to achieve their heroic mission. Heroes needs to balance intuition with reason; emotion with logic; self-confidence with humility; autonomy with dependency; personal life with professional life; and more.

Allison, S. T. (2021). Beth Harmon’s hero’s journey: The psychology of heroism in The Queen’s Gambit. Richmond: Palsgrove.

33. Heroism Attribution Error – 2022

The tendency of people to confuse fame for heroism, such that they attribute heroism to celebrities who are famous for non-heroic reasons.

Goethals, G. R., & Allison, S. T. (2022). The construction and presentation of heroes and heroines. In K. Lee (Ed.) A cultural history of fame in the modern age. Camden, UK: Bloomsbury Press.

34. Motional Intelligence — 2023

The ability of leaders to use their bodily movements effectively in such a way to inspire and mobilize followers.

Allison, S. T. (2023). Motional intelligence and leadership. In G. R. Goethals, S. T. Allison, & G. J. Sorenson (Eds.). The SAGE Encyclopedia of Leadership Studies. Sage: Thousand Oaks, CA.

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Heroes and Villains of 2020’s Two Pandemics: COVID-19 and Racism

Our latest books on HEROIC LEADERS

Our latest student-authored book focuses on one of the most tumultuous years in world history — the year 2020. This calendar year featured two globally transformative events.

First, there was the March arrival of a murderous virus called COVID-19 that infected roughly 100 million people worldwide, killing 2 million of them. This deadly virus wreaked havoc on world economies and the emotional and physical well-being of billions.

Second, the US was subjected to the graphic killing by police of George Floyd in Minneapolis along with news of the home invasion murder of Breonna Taylor in Louisville. Both deaths set off a firestorm of protest against institutionalized racism.

The purpose of our book, Heroes and Villains of 2020’s Two Pandemics: COVID-19 and Racism, is to showcase how the two pandemics of COVID-19 and racism brought out the best, and the worst, of human nature. The authors of this book, all students at the University of Richmond, review theory and research in heroism science. They then apply the science to an understanding of the heroes and villains who surfaced in response to the two pandemics.

Our book is now available at Amazon.com. Here is the reference:

Allison, S. T., Behar, H., Huxtable, V., Kenny, I., Palfreyman, G., Popovich, E., & Saltzman, K. (2021). Heroes and villains of 2020’s two pandemics. Richmond: Palsgrove.

About the Authors

Scott T. Allison is Professor of Psychology at the University of Richmond where he has taught and conducted research for 35 years. He has published over 100 articles on positive social behavior, leadership, and heroism. His books include Heroes, Heroic Leadership, Heroic Humility, Handbook of Heroism, The Romance of Heroism, and The Heroic Leadership Imperative. His work has been featured in media outlets such as National Public Radio, USA Today, the New York Times, the Los Angeles Times, Slate Magazine, MSNBC, CBS, Psychology Today, and the Christian Science Monitor. He received the University of Richmond’s Distinguished Educator Award and the Virginia Council of Higher Education’s Outstanding Faculty Award.

Grace V. Palfreyman is an undergraduate student at the University of Richmond. Born and raised in New Jersey, she will graduate with a B.A. in Psychology. Grace is a division 1 swimmer here at the University, and pretty much spends her free time painting her nails, as well as her friends’ nails, and figuring out her next meal. Her life goal is to travel to every continent, and use the knowledge she has from psychology courses to help people in other countries.

Victoria M. Huxtable is an undergraduate student at the University of Richmond. A Maryland girl, she will graduate with a B.A in Psychology and Health Care Studies. Victoria plays on the Women’s Soccer Team where she constantly learns important values about teamwork and self-discipline. She has a great passion for working with children and also loves volunteering at events for people with disabilities.

Elizabeth M. Popovich is an undergraduate student at the University of Richmond. A New Jersey girl, she will graduate with a major in Psychology and a minor in Sociology. In her free time, Elizabeth enjoys reading, hanging out with her friends, and volunteering at local schools in Richmond. On campus, she is a CAPS intern at the Wellness Center. In the future, Elizabeth hopes to go to graduate school to study further study the field of Psychology.

Kayla R. Saltzman is a Senior at the University of Richmond, and will graduate with degrees in Psychology and Leadership Studies. She plans to continue her studies in order to receive her MSW and work for prevention and rehabilitation for at-risk youth and youth within the juvenile justice system. Kayla loves her family and friends, her dog, the Earth, and music.

Hannah Behar is an undergraduate student at the University of Richmond where she will graduate with a B.S. in Psychology and minor that she is unsure of yet. Hannah loves to sing and is a part of the Off the Cuff Acapella group on campus. Although she is not completely sure yet, she hopes to one day work in a field that focuses on children and/or teenagers mental health.

Isabelle J. Kenny is an undergraduate student at the University of Richmond where she will soon graduate with a B.A. in Rhetoric and Communications Studies and minors in Psychology and Journalism. She is CAPS intern at the Wellness Center on campus and an active member of her sorority Kappa Kappa Gamma. In her free time Isabelle enjoys spending her free time with close friends in Richmond!

 

Beth Harmon’s Hero’s Journey: The Psychology of Heroism in “The Queen’s Gambit”

Our latest books on HEROIC LEADERS

This short booklet explores the heroic life of Beth Harmon in The Queen’s Gambit. Why are people so drawn to her story? What is so powerful about her heroic journey?

Beth Harmon is a young woman living in a man’s world. She is dirt poor. She’s lost not one but two mothers. She’s addicted to drugs and alcohol, and because of the severity of her losses, she’s emotionally stunted. She may be a chess genius but she’s an American playing a game that has been dominated by the Russians for decades.

As we watch Beth’s life unfold, it becomes clear to us that Beth’s most formidable opponent in life is not her mother, her addictions, or even the male dominated world in which she lives. Her chief adversary is herself.

The ultimate underdog, Beth Harmon manages to climb to the top of the chess world. Harmon ranks among the finest and most inspiring hero characters in television history.

Beth Harmon’s Hero’s Journey: The Psychology of Heroism in “The Queen’s Gambit” is now on sale at Amazon.com.