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.

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.

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.

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.

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.

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.

What are the processes and mechanisms involved in interpersonal behavior, and how are these constrained by human biology, social structure, and culture? Drawing on and updating classic sociological theory, and with special reference to the most recent research in evolutionary and neurophysiological theory, this ambitious work aims to present no less than a unified, general theory of what happens when people interact.
Despite modern technologies that mediate communication among individuals, face-to-face interaction is still primal and primary. This book argues against recent social theory that postulates a dramatic change in the nature of human relationships under postmodernity and, instead, asserts that despite undeniable and accelerating change in people's environments, certain basic human tendencies toward emotionally inflected, physically present social interaction remain strong.
Turner builds on first principles he locates in the work of Mead, Freud, Schutz, Durkheim, and Goffman. After brief overviews of previous work on the embeddedness of social interaction in sociocultural systems and in human biology, each chapter presents elements of the microdynamics involved in encounters: emotions, motivations (transactional needs), culture (normative conventions), role processes, status, demographics, and ecology. Each chapter ends with a series of testable propositions, which are then streamlined into a series of summary principles intended to motivate future research. The book concludes with some cautious hypotheses on the potential influence of microprocesses on broader social dynamics.

Behavioral strategy continues to attract increasing research interest within the broader field of strategic management. Research in behavioral strategy has clear scope for development in tandem with such traditional streams of strategy research that involve economics, markets, resources, and technology. The key roles of psychology, organizational behavior, and behavioral decision making in the theory and practice of strategy have yet to be comprehensively grasped. Given that strategic thinking and strategic decision making are importantly concerned with human cognition, human decisions, and human behavior, it makes eminent sense to bring some balance in the strategy field by complementing the extant emphasis on the "objective' economics-based view with substantive attention to the "subjective" individual-oriented perspective. This calls for more focused inquiries into the role and nature of the individual strategy actors, and their cognitions and behaviors, in the strategy research enterprise. For the purposes of this book series, behavioral strategy would be broadly construed as covering all aspects of the role of the strategy maker in the entire strategy field. The scholarship relating to behavioral strategy is widely believed to be dispersed in diverse literatures. These existing contributions that relate to behavioral strategy within the overall field of strategy has been known and perhaps valued by most scholars all along, but were not adequately appreciated or brought together as a coherent sub-field or as a distinct perspective of strategy. This book series on Research in Behavioral Strategyi will cover the essential progress made thus far in this admittedly fragmented literature and elaborate upon fruitful streams of scholarship. More importantly, the book series will focus on providing a robust and comprehensive forum for the growing scholarship in behavioral strategy. In particular, the volumes in the series will cover new views of interdisciplinary theoretical frameworks and models (dealing with all behavioral aspects), significant practical problems of strategy formulation, implementation, and evaluation, and emerging areas of inquiry. The series will also include comprehensive empirical studies of selected segments of business, economic, industrial, government, and non-profit activities with potential for wider application of behavioral strategy. Through the ongoing release of focused topical titles, this book series will seek to disseminate theoretical insights and practical management information that will enable interested professionals to gain a rigorous and comprehensive understanding of the subject of behavioral strategy. Decision Making in Behavioral Strategy contains contributions by leading scholars in the field of behavioral strategy research. The 10 chapters in this volume cover a number of significant issues relating to the decision making processes, practices, and perspectives in the field of behavioral strategy, covering diverse topics such as failures in acquisitions, entrepreneurs under ambiguity, metacognition, neural correlates of emotion, knowledge flows, behavioral responses, business modeling, and alliance capability. The chapters include empirical as well as conceptual treatments of the selected topics, and collectively present a wide-ranging review of the noteworthy research perspectives on decision making in behavioral strategy.

Behavioral strategy continues to attract increasing research interest within the broader field of strategic management. Research in behavioral strategy has clear scope for development in tandem with such traditional streams of strategy research that involve economics, markets, resources, and technology. The key roles of psychology, organizational behavior, and behavioral decision making in the theory and practice of strategy have yet to be comprehensively grasped. Given that strategic thinking and strategic decision making are importantly concerned with human cognition, human decisions, and human behavior, it makes eminent sense to bring some balance in the strategy field by complementing the extant emphasis on the "objective' economics-based view with substantive attention to the "subjective" individual-oriented perspective. This calls for more focused inquiries into the role and nature of the individual strategy actors, and their cognitions and behaviors, in the strategy research enterprise. For the purposes of this book series, behavioral strategy would be broadly construed as covering all aspects of the role of the strategy maker in the entire strategy field. The scholarship relating to behavioral strategy is widely believed to be dispersed in diverse literatures. These existing contributions that relate to behavioral strategy within the overall field of strategy has been known and perhaps valued by most scholars all along, but were not adequately appreciated or brought together as a coherent sub-field or as a distinct perspective of strategy. This book series on Research in Behavioral Strategyi will cover the essential progress made thus far in this admittedly fragmented literature and elaborate upon fruitful streams of scholarship. More importantly, the book series will focus on providing a robust and comprehensive forum for the growing scholarship in behavioral strategy. In particular, the volumes in the series will cover new views of interdisciplinary theoretical frameworks and models (dealing with all behavioral aspects), significant practical problems of strategy formulation, implementation, and evaluation, and emerging areas of inquiry. The series will also include comprehensive empirical studies of selected segments of business, economic, industrial, government, and non-profit activities with potential for wider application of behavioral strategy. Through the ongoing release of focused topical titles, this book series will seek to disseminate theoretical insights and practical management information that will enable interested professionals to gain a rigorous and comprehensive understanding of the subject of behavioral strategy. Decision Making in Behavioral Strategy contains contributions by leading scholars in the field of behavioral strategy research. The 10 chapters in this volume cover a number of significant issues relating to the decision making processes, practices, and perspectives in the field of behavioral strategy, covering diverse topics such as failures in acquisitions, entrepreneurs under ambiguity, metacognition, neural correlates of emotion, knowledge flows, behavioral responses, business modeling, and alliance capability. The chapters include empirical as well as conceptual treatments of the selected topics, and collectively present a wide-ranging review of the noteworthy research perspectives on decision making in behavioral strategy.

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.

Economic Socialization is the most comprehensive and up-to-date book on how children and adolescents come to understand the economic world.The citizen of contemporary Western societies, while often lacking formal training in economics, is a skilled user and interpreter of the economy. International and interdisciplinary in scope, the chapters in this volume examine the social determinants of economic attitudes, beliefs and values, as well as opening out the concept of economic understanding to include social and macroeconomic factors. Specific issues addressed include the evolution of young people's ideas about wealth distribution, public ownership and the market, as well as the role of children as consumers and the association between economic beliefs and social class. Economic Socialization is a major contribution to economic psychology and brings together research and analysis, developing our understanding of the ways in which children learn about and engage in the economy.

Self-regulation refers to the self's ability to control its own thoughts, emotions, and actions. Through self-regulation, we consciously control how much we eat, whether we give in to impulse, task performance, obsessive thoughts, and even the extent to which we allow ourselves recognition of our emotions. This work provides a synthesis and overview of recent and long-standing research findings of what is known of the successes and failures of self-regulation.
People the world over suffer from the inability to control their finances, their weight, their emotions, their craving for drugs, their sexual impulses, and more. The United States in particular is regarded by some observers as a society addicted to addiction. Therapy and support groups have proliferated not only for alcoholics and drug abusers but for all kinds of impulse control, from gambling to eating chocolate. Common to all of these disorders is a failure of self-regulation, otherwise known as "self-control."
The consequences of these self-control problems go beyond individuals to affect family members and society at large. In Losing Control, the authors provide a single reference source with comprehensive information on general patterns of self-regulation failure across contexts, research findings on specific self-control disorders, and commentary on the clinical and social aspects of self-regulation failure. Self-control is discussed in relation to what the "self" is, and the cognitive, motivational, and emotional factors that impinge on one's ability to control one's "self."
Key Features
* Discusses the importance of the concept of self-regulation to general issues of autonomy and identity
* Encompasses self-control of thoughts, feelings, and actions
* Contains a special section on the control of impulses and appetites
* First book to integrate recent research into a broad overview of the area

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.

Originally published in 1985, Behaviour Analysis and Contemporary Psychology presents chapters from the first European Meeting on the Experimental Analysis of Behaviour. The book is divided into six parts and provides a useful account of issues and work in behaviour analysis by both European and North American contributors at the time. The first part provides an introduction, with following parts looking at behaviourist and ethological approaches; determinants of human operant behaviour; fundamental research and behaviour modification; recent developments in the behavioural analysis of drug effects; ending with an overview of contemporary behaviourism.

In recent years, innovative schools have developed courses in what has been termed emotional literacy, emotional intelligence, or emotional competence. This volume evaluates these developments scientifically, pairing the perspectives of psychologists with those of educators who offer valuable commentary on the latest research. It is an authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children, the classroom environment, and emotional literacy.Key topics include: historical perspectives on emotional intelligence neurological bases for emotional development the development of social skills and childhood socialization of emotion. Experts in psychology and education have long viewed thinking and feeling as polar opposites reason on the one hand, and passion on the other. And emotion, often labeled as chaotic, haphazard, and immature, has not traditionally been seen as assisting reason.All that changed in 1990, when Peter Salovey and John D. Mayer coined the term emotional intelligence as a challenge to the belief that intelligence is not based on processing emotion-laden information. Salovey and Mayer defined emotional intelligence as the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use motivated scientists, educators, parents, and many others to consider the ways in which emotions themselves comprise an intelligent system.With this ground-breaking volume, invited contributors present cutting-edge research on emotions and emotional development in a manner useful to educators, psychologists, and anyone interested in the unfolding of emotions during childhood. In recent years, innovative schools have developed courses in emotional literacy" that making these classes teach children how to understand and manage their feelings and how to get along with one another. Many such programs have achieved national prominence, and preliminary scientific evaluations have shown promising results.Until recently, however, there has been little contact between educators developing these types of programs and psychologists studying the neurological underpinnings and development of human emotions. This unique book links theory and practice by juxtaposing scientific explanations of emotion with short commentaries from educators who elabourate on how these advances can be put to use in the classroom.Accessible and enlightening, Emotional Development and Emotional Intelligence provides ample evidence about emotional intelligence as well as sound information on the potential efficacy of educational programs based on this idea.

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

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.

Focusing on language and the assessment of its meaning, this volume concentrates on a method of content analysis developed by the author and Goldine Gleser. Applicable to transcripts of speech or verbal texts, this method uses the grammatical clause as its smallest unit of communication, considers whether or not a verb is transitive and involves an object, or is intransitive and describes a state of being. It derives scores on many scales that have been tested for reliability of scoring and for construct validity with concurrently administered measures, such as rating and self-report scales as well as biochemical and pharmacological criteria. Finally, this volume provides detailed descriptions of the clinical and basic research establishing the validity of these scales, so that a reader can locate studies that have pertinence to any special interest area. A major achievement described in this book is the development of computer software that understands grammar and syntax, can parse natural language, knows most of the words in the Merriam-Webster dictionary, has been taught to identify idioms and slang, and is capable of continuing to learn. The program can score all the scales, report whether the scores obtained from a verbal sample are one to three standard deviations from the norms, and suggest APA DSM-IIIR diagnostic classifications the clinician might consider in assessing the patient.

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

The definitive work on the profound and surprising links between manic-depression and creativity, from the bestselling psychologist of bipolar disorders who wrote "An Unquiet Mind."
One of the foremost psychologists in America, "Kay Jamison is plainly among the few who have a profound understanding of the relationship that exists between art and madness" (William Styron).
The anguished and volatile intensity associated with the artistic temperament was once thought to be a symptom of genius or eccentricity peculiar to artists, writers, and musicians. Her work, based on her study as a clinical psychologist and researcher in mood disorders, reveals that many artists subject to exalted highs and despairing lows were in fact engaged in a struggle with clinically identifiable manic-depressive illness.
Jamison presents proof of the biological foundations of this disease and applies what is known about the illness to the lives and works of some of the world's greatest artists including Lord Byron, Vincent Van Gogh, and Virginia Woolf.

What does it mean to be white in a society that proclaims race meaningless yet is deeply divided by race? In the face of pervasive racial inequality and segregation, most whites cannot answer that question. Robin DiAngelo argues that a number of factors make this question difficult for whites miseducation about what racism is; ideologies such as individualism and colorblindness; defensiveness; and a need to protect (rather than expand) our worldviews. These factors contribute to what she terms white racial illiteracy. Speaking as a white person to other white people, Dr. DiAngelo clearly and compellingly takes readers through an analysis of white socialization. She describes how race shapes the lives of white people, explains what makes racism so hard for whites to see, identifies common white racial patterns, and speaks back to popular white narratives that work to deny racism. Written as an accessible introduction to white identity from an anti-racist framework, What Does It Mean To Be White? is an invaluable resource for members of diversity and anti-racism programs and study groups and students of sociology, psychology, education, and other disciplines.

This scholarly yet highly readable and practical text systematically covers the importance, development, assessment, and treatment of social skills of children and adolescents. Combining scientific rigor with a highly approachable and readable style of writing to create a practical and unique book, this volume provides a comprehensive overview of the increasingly important topic of child and adolescent social skills. A wide variety of tables, figures, and practical step-by-step guides enhance the material presented, making it particularly useful for practitioners while offering an extensive array of recent research and models of interest to researchers. The authors present a solid foundation of scientific knowledge written in a manner accessible to nonscientists and having ample practical implications and examples for educational and clinical practice. The book is divided into two parts--the first features a foundation for conceptualizing and assessing child and adolescent social skills, whereas the second focuses on the arena of intervention. An up-to-date and unique addition to the literature, this volume will be of interest to professionals who work with or study children across several disciplines including school and clinical child psychology, special education, counseling, and social work. Although many books and other professional materials on the social competence of children and adolescents are presently available, the knowledge regarding these social skills is expanding rapidly, and there is a tremendous need to keep it current. This book helps meet this need by not only synthesizing a great deal of recent work in the field, but also by providing new information and evidence that has not yet been published. It also bridges an important gap that sometimes exists between research and practice. For instance, some books on child and adolescent social skills are clearly written for the academician or researcher, and may have little apparent application for the clinician or practitioner. Other materials are written as practical assessment or intervention guides for the clinician/practitioner, yet sometimes lack supporting evidence and rationale. This book is aimed at both arenas.