The relationship between a parent and a child is without any doubt one of the most influential and intimate relationships over the life course of an individual. Children resemble their parents in a variety of life outcomes such as socioeconomic status, family formation characteristics, and political views. There is growing evidence that some families - despite interventions by child protection services, judicial sanctions, and social mobility - are stuck in patterns of criminal behaviour, poverty, substance abuse, teenage parenthood, and other negative life events. This is a growing global problem for which currently no solution is available. This book brings together the most important and unique findings of intergenerational studies of criminal behaviour from around the world, and from a variety of disciplines, from criminology to sociology to anthropology. Each chapter explores the historical background of a specific study, its most important objectives, and the unique conclusions and implications that can be drawn from the data. Essential reading for all those interested in criminal behaviour, psychological criminology, and intergenerational psychology, this book provides an extensive overview of intergenerational studies on patterns of continuity and discontinuity of criminal, antisocial, or delinquent behaviour, as well as related behaviours or risk factors such as the intergenerational continuities in (harsh) parenting and family relationship quality.

Is abstinence necessary? What is the role of hypnosis? What is the pink cloud? This encyclopedic primer, written in an easy question-and-answer format, contains everything a clinician needs to know about substance abuse and addiction. Dr. Jerome David Levin outlines the treatment of chemical and other addictions such as compulsive gambling, compulsive sexuality, and codependency. He covers the full complexity of substance abuse diagnosis and treatment with a biopsychosocial approach and multimodal interventions, ranging from detoxification and rehabilitation programs to cognitive and behavioral treatments, self-help groups, and individual and family therapy. A clear, comprehensive book that presents an integrated picture of a complex phenomenon, this primer can be profitably read either straight through or as a reference text.

"Human Emotions: A Reader" brings together a collection of articles which give an approach to the fast-growing field of empirical and theoretical research on emotions. The volume includes classic writings from Darwin, James and Freud chosen to show their current significance, together with articles from contemporary research literature. The articles give a broad coverage of the subject and include selections from cross-cultural, biological, social, developmental and clinical areas of study.

"Human Emotions: A Reader" begins with an overall introduction to both the volume and subject area by the Editors. Each of the six sections of the book, and each article are introduced, contextualizing and relating these articles to comparable research.

The volume is organized to correspond with the structure and coverage of "Understanding Emotions" written by Keith Oatley and Jennifer M. Jenkins (also published by Blackwell). It can also be used independently allowing instructors to teach courses on emotions with their own emphases, and giving students access to a range of primary source material in this thought provoking field.

Originally published in 1986, this volume was the result of a conference in honor of the 65th birthday of the late Kenneth MacCorquodale, an exceptionally eloquent spokesman for the field of experimental analysis of behaviour at the time. The present volume grew directly out of the issues raised by MacCorquodale and Meehl in their "Excursis: The Response Concept" paper and which MacCorquodale posed so often when he taught. It is a fitting tribute to the man on his 65th birthday that a group of scholars whom he held in the highest regard convened in one place to think out loud about two of the thorniest problems facing behavioral science, namely, the nature of the units of analysis of the subject matter and the mechanisms responsible for their integration.

The Origins and Organization of Unconscious Conflict provides a comprehensive set of contributions by Martin S. Bergmann to psychoanalytic theory, technique, and its applications. Following a general approach, Bergmann synthesizes Freud's major contributions, the development of his thinking, the ramifications to present day psychoanalytic theory and practice and finally, discusses unresolved problems requiring further work. In these selected papers, profound meditations are offered on love and death, the leap from hysteria to dream interpretation in Freud's intellectual development, the genetic roots of Psychoanalysis in the creative clash between Enlightenment and Romantic ideas, old age as a clinical and theoretical phenomenon, the death instinct as clinical controversy, and the interminable debate about termination in psychoanalysis and how to effect it. Crucial clinical and theoretical questions are constantly addressed and the challenges they pose will engage and enlighten the reader. Bergmann was a philosopher of mind as much as he is a psychoanalyst and the range and scope of the ideas in these selected papers is impressive, instructive and illuminating. Bergmann deals with psychoanalysis as a science, and with an ideology, referring to psychoanalysis as a "Weltanschauung", a philosophical basis for psychoanalytic theory. He presents an original, penetrating analysis of Freud's inner struggle, about empirical research, validation and related to five other sciences; about irrational forces that constitute major motivators of human life, and require taking an existential position regarding their implications, the search for the meaning of one's existence. The Origins and Organization of Unconscious Conflict is an exciting intellectual journey of the scientific and ideological aspects of psychoanalysis and the study of love. It will appeal to psychoanalysts, psychologists, philosophers and both undergraduate and postgraduate students studying in these fields, as well as anyone with an interest in mental health and human behaviour.

In the last several decades the amount of research focusing on children with motor coordination disorder has steadily risen. In Motor Coordination Disorders in Children, the authors examine the available literature on the topic using their knowledge of childrenÆs motor development. They explore the nature of the disorder, developmental progressions, associated features, and long-term prognosis. The book was written to benefit teachers, physiotherapists, occupational therapists, psychologists, and pediatricians who often work with children labeled as ôclumsyö or ômaladroit.ö Topics covered include what motor coordination disorders look like, how they are assessed, the nature of the disorder, and its development, progression, and intervention. The first volume of its kind, Motor Coordination Disorders in Children will be a valuable resource for professionals and students in clinical and counseling psychology, developmental psychology, nursing, social work, and family studies.

Human language and our use of it to communicate or to understand the world requires deriving relations among events: for example, if A=B and A=C, then B=C. Relational frame theory argues that such performances are at the heart of any meaningful psychology of language and cognition. From a very early age, human beings learn relations of similarity, difference, comparison, time, and so on, and modify what they do in a given situation based on its derived relation to others situations and what is known about them.
This volume goes beyond theory and gives the empirical and conceptual tools to conduct an experimental analysis of virtually every substantive topic in human language and cognition, both basic and applied. As the term post-Skinnerian' suggests, this volume challenges behavioral psychology to abandon many of the specific theoretical formulations of its most prominent historical leader in the domain of complex human behavior, especially in human language and cognition, and approach the field from a new direction.

The need for a pragmatically useful analysis of language and cognition is as enormous and varied as its extensions and applications. This volume will be of interest not only to behavior theorists but also to cognitive psychologists, therapists, educators, and anyone studying the human condition.

The challenge of methodic quality has haunted scholars in the human and social sciences since the end of the nineteenth century with the explosive and public success of the natural sciences and their precision and aim of controlling nature. The discussion has been dominated by the quest for proper scientific concepts and methods comparable to those employed in the natural sciences. This book discloses the limits of scientific concepts and methods, and the failure of approaches in the human sciences emulating the scientific procedures in the natural sciences, notably the cognitive science of religion, to articulate religious life in its actuality. The author demonstrates on the basis of his own field research conducted among Buddhist monks in Sri Lanka and Orthodox monks and pilgrims on the Holy Mountain of Athos in Greece how preconceptions and historical belongingness determine interpretation. He argues that in the human sciences words matter more than concepts and propositions, and elucidates how words are revelatory of the authenticity of being, when the attitude adopted is that the view of the encountered other might be right. In the conclusion the author identifies the methodic characteristics of hermeneutic reflection and proposes an analytic model for the human sciences that enables scholars to articulate the authenticity of actual life in words that reach the other.

The area of applied psychology known as behaviour modification or behaviour therapy had progressed remarkably in the ten years, prior to publication. Illustrative of this progress is the variety of therapeutic and behaviour management techniques now available to the applied psychologist. This volume, originally published in 1981, describes some of the important characteristics of this development, and in particular, the relationship between behaviour change techniques and the principles of conditioning theory that generated them. This brief gives rise to three main themes. First, the book describes some of the reasons underlying the adoption of the conditioning paradigm and the epistemological advantages of the paradigm for behaviour modification. Second, a number of chapters discuss the current trends in specific areas of applied psychology where conditioning principles play an important heuristic role. These chapters deal with the uses made of conditioning theory in the areas of mental handicap, psychiatric therapy, work organizations, and the treatment of brain injury. Third, later chapters discuss some of the more recent theoretical developments in the field of behaviour modification/therapy, in particular the drift from strict behaviouristic applications of conditioning principles to more cognitive ones.

Delving into the often unexplored areas of class, race, and power struggles, The Power of Parents poses a unique and original critical examination of the relationship between bicultural parents and the school system. Written with students and practitioners in mind, it challenges past research that has traditionally argued bicultural parents are incompetent, apathetic, and do not value education, hence the cause of their children's academic underachievement. This book sheds new light on why bicultural parents often mistrust the school system and uncovers the contradictions inherent in the relationship between them and school personnel.

Dynamic psychotherapy research has become revitalized, especially in the last three decades. This major study by Sidney Blatt, Richard Ford, and their associates evaluates long-term intensive treatment (hospital ization and 4-times-a-week psychotherapy) of very disturbed patients at the Austen Riggs Center. The center provides a felicitous setting for recovery-beautiful buildings on lovely wooded grounds just off the quiet main street of the New England town of Stockbridge, Massa chusetts. The center, which has been headed in succession by such capable leaders as Robert Knight, Otto Will, Daniel Schwartz, and now Edward Shapiro, has been well known for decades for its type of inten sive hospitalization and psychotherapy. Included in its staff have been such illustrious contributors as Erik Erikson, David Rapaport, George Klein, and Margaret Brenman. The Rapaport-Klein study group has been meeting there yearly since Rapaport's death in 1960. Although the center is a long-term care treatment facility, it remains successful and solvent even in these days of increasingly short-term treatment. Sidney Blatt, Professor of Psychology and Psychiatry at Yale Univer sity, and Richard Ford of the Austen Riggs Center, and their associates assembled a sample of 90 patients who had been in long-term treatment and who had been given (initially and at 15 months) a set of psychologi cal tests, including the Rorschach, the Thematic Apperception Test, a form of the Wechsler Intelligence Test, and the Human Figure Drawings."

Originally published in 1978, the main task of this book was to consider the psychology of thinking in relation to the various perspectives from which thought processes were studied at the time. It provided an up-to-date and critical evaluation of current experimental studies of thinking organized within a framework which reflects the separate theoretical orientations and methodologies through which these investigations are carried out. This approach will help the reader to become aware of the complex relationship between the theoretical orientations, the problems selected for investigation and the methods used for studying them. An important underlying theme of the book concerns the relationship between the activities of the thinker and the demands of his environment. As far as is known, this was the only textbook on thinking to deal with the subject matter specifically in terms of theoretical approaches and methods of investigation at the time.

Problems of classroom management and control are a recurring concern for many teachers. Disruptive behaviour and inattention hinder effective learning and impose a constant drain upon the teachers' emotional resources. Continual nagging at children only increases teacher stress: what is needed is an effective alternative set of strategies. Originally published in 1984, Positive Teaching seeks to meets this need by presenting the behavioural approach to teaching in a clear, direct and lucid way. By adopting the behavioural approach, problem behaviour can be minimised, or rapidly nipped in the bud when it does arise. While punishment may be used in an attempt to stop almost any kind of behaviour, only the appropriate use of positive methods applied contingently, immediately and consistently can teach new, more adaptive behaviour. This is a crucial issue in real teaching and is rarely encountered or even discussed in most teacher education programmes. It is the central focus of Positive Teaching. This book is for all teachers, from the beginning student to experienced head teachers; for those teaching in a first school, and for those teaching sixth-formers; for those experiencing difficulties and for those whose authority is already well established. The behavioural approach offers practical support to those who are struggling and a rationale for the effective, positive strategies of the successful. We can all improve our teaching.

First published in 1975, A Cognitive Theory of Learning provides a history of hypothesis theory (H theory), along with the author's research from the previous decade. The first part introduces the reader to contributions of some major learning theorists. It traces the history of H theory, reviewing the confrontation with conditioning theory, with the stress on the emergence of H theory which came to predominate. The second part describes the author's work, presented as it emerged over time. It shows how the outcome of one experiment typically led to the next theoretical development or experiment. Originally part of The Experimental Psychology Series this reissue can now be read and enjoyed again in its historical context.

The approach to psychology advocated by the radical behaviourists was often misunderstood and frequently gave rise to controversy. Originally published in 1974, this book introduced current research in operant conditioning and explains the attempt to understand behaviour inherent in such experiments at the time. After considering the philosophical context in which behaviouristic psychology developed, the author outlines the basic characteristics of operant research by reviewing single experiments on the effects of reinforcement on behaviour. Chapters on schedules of intermittent reinforcement extend this approach to more complex situations and emphasize that behaviour can be maintained and controlled in many different ways by environmental events. The author then discusses recent work on conditional reinforcement and on the discriminative control of behaviour and shows how operant research has changed our understanding of these important concepts in psychology. Subsequent chapters review research within the operant paradigm on the effects on behaviour of punishment, anxiety, aversive stimuli and drugs, again by emphasising the special contribution to these topics made by operant conditioning techniques and methodology. The final chapters consider the general implications of operant research for educational practice and for clinical psychology, and place this approach within the context of psychology as a whole. Dr Blackman argues that it should be recognized as one important attempt to further the scientific analysis of behaviour. This book, filled a long recognized need for an undergraduate text in this area at the time, and helped students form their own evaluation. Now it should be read in its historical context.

Perfect for students preparing for a career in school psychology and for current practitioners, teachers, and consultants, this book translates behavior analysis theory into practice. In concise chapters illustrated with school-based examples, Behavior Analysis for School Psychologists guides readers through the basics of behavior analysis, including observation and measurement, experimental analysis, and intervention design and implementation, while providing academic, behavioral, and mental health interventions from research-based principles of learning and behavior.

Perfect for students preparing for a career in school psychology and for current practitioners, teachers, and consultants, this book translates behavior analysis theory into practice. In concise chapters illustrated with school-based examples, Behavior Analysis for School Psychologists guides readers through the basics of behavior analysis, including observation and measurement, experimental analysis, and intervention design and implementation, while providing academic, behavioral, and mental health interventions from research-based principles of learning and behavior.

The result of extensive scholarship and consultation with leading scholars, this text introduces students to twenty-four theorists and compares and contrasts their theories on how we develop as individuals. Emphasizing the theories that build upon the developmental tradition established by Rousseau, this text also covers theories in the environmental/learning tradition.

Corporations engage young people and musicians in brand-building activities. These activities unfold in media-dense social spaces. Social networking sites, the user-generated content of web 2.0, live music events, digital cameras and cell phones are all used in constructing valuable brands. This book addresses the integration of popular music culture, corporate branding, and young people's mediated cultural practices. These intersections provide a rich site for examining how young people build brands within spaces and practices that they perceive as meaningful. The book is based on extensive ethnographic empirical research, drawing on participant observation, textual analysis and interviews with young people, musicians, marketers and other participants in the cultural industries. Contemporary theories of marketing and branding are brought together with critical and cultural accounts of mediated social life. The book explores the distinctive concerns and debates of these different perspectives and the lively interface between them.

Irrespective of theoretical orientation, families matter. Families are the entity in which children are introduced to words, objects, shapes, and colors. Families are the people related in a myriad of conventional and unconventional ways that clothe, bathe, and feed its biological and acquired offspring. Influenced by race, ethnicity, income, and education, families relate not only to each other within the unit but to others in the neighborhood, the community, and beyond. This book is about families and their children. This book is about those times when the family unit experiences distress. This distress may be found in the serious illness of a child or a parent. It may be the result of a reconfiguration of the family as in divorce and remarriage. Or it may involve the harming of a family member sexually or physically. In this volume, the authors explore what family means today, what functions it serves, and those circumstances that can make family life painful. Importantly, the authors provide readers with clearly written information drawn from the most recent scientific investigations suggesting how the topics in this volume might be addressed to either ease that discomfort (treatment) or prevent its occurrence.

Anger in the Workplace explores what it means to feel angry at work. Anger has its origins in anxiety that arises from feeling frustrated, humiliated, or threatened at work. Anxiety creates a biological and psychological readiness to act which is guided by whether it is acceptable to feel angry at work. Employees are more likely to act responsibly if they feel that their anger is acceptable. They may also act in ways that are destructive to self, others, and the workplace if they feel that being angry is not acceptable. Managing the development of anger and its expression in the workplace is an important aspect in designing a better workplace. The book defines anger and aggression by synthesizing biological, psychological, and social perspectives. The social acceptability of anger and the fear that it interferes with judgment and results in aggression are discussed, as are sex and gender-based differences in the experience of and expression of anger and aggression. Learning to cope with anger and the importance of owning one's anger, thinking it through, and acting upon it constructively are also discussed. Depending how anger is acted out, it can be the source of major contributions to innovation and productivity or a major blocker of change and work. The book explores how the workplace is a contributor to feeling angry because it promotes feelings of helplessness, alienation, and worthlessness. Hierarchical organization, power and authority relations, and leadership styles contribute to the development of these feelings. Desire for attachment and the fear of abandonment and desire for autonomy and fear of engulfment in the workplace must be managed to avoid anger. The book concludesby reviewing the relationship between anger and organizational dynamics.

This text is aimed at fathers who want to do a better job raising children with Attention-Deficit/Hyperactivity Disorder, mothers of ADHD children who want to understand the special needs that fathers have in parenting these children, and professionals who have the challenging task of involving the fathers of ADHD children in their treatment, as well as facilitating cooperation between fathers and mothers. This book should help fathers deal with the assessment process; understand their child's emotional, learning and behavioural needs; work more effectively with their spouses; and cope with their own struggles and uncertainties in dealing with this confusing diagnosis.

First published in 1988, behavioural family therapists worked in an area that had greatly changed since its inception over 20 years before. Growing out of the pioneering work of Gerald Patterson, Robert Paul Liberman, and Richard Stuart, whose backgrounds vary from psychology to psychiatry to social work, behavioural family therapy (BFT) had evolved to encompass systems theory, considerations of the therapeutic alliance, as well as approaches to accounting for and restructuring family members' subjective experiences through cognitive strategies. As BFT had not been the 'brain child' of any one charismatic innovator, but rather of a wide array of clinicians and researchers developing and rigorously testing hypotheses, it is fitting that this much-needed summation of the field was a collaborative product of an array of well-established practitioners of the time. They discuss in Part 1 of the book the theoretical parameters of BFT, focusing on modular behavioural strategies, the indications for therapy, assessment of family problems, pertinent issues arising in clinical practice, and approaches to the problem of resistance to change. Contributors to Part 2 then apply theory to such clinical situations as 'parent training' and helping families cope with patients suffering from developmental disabilities, alcoholism, schizophrenia, senile dementia, as well as anxiety, obsessive-compulsive, and depressive disorders. Specific attention is also given to acute inpatient and primary health-care settings. While BFT had already proved quite effective in treating a great number of family problems, it was only in its infancy at the time of writing. As Falloon says in his overview 'all exponents of the method are constantly involved with the process of refinement, each clinician is a researcher, each family member is a research subject, and each researcher is contributing to clinical advancement.' This openness, in combination with a willingness to modify 'sacred' tenets of behaviourism while adapting proven techniques from other family therapies, made this title a landmark in its field. As such, it was not only of interest to all clinicians and researchers with a behavioural slant, but also to all family therapists who wished to challenge themselves to develop an integrative approach.

Based on a conference held at the University of Umea, Sweden, these papers discuss the scientific status of the field of aversive learning from historical, affective, clinical, neurobiological, cognitive, neuroethological, and conceptual perspectives. Aversion, Avoidance, Anxiety carries readers through the history of the field's development, looks at the current state of progress, and discusses future research and therapeutic possibilities. The editors provide introductions to each chapter containing both timely information and background data to help readers systhesize and assimilate the information.

First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.