Originally published in 1980, this volume explores some of the dramatic and exciting changes that had taken place in the field of conditioning in the 15 years prior to publication. The usefulness of a particular learning procedure, second-order conditioning, is explored in three aspects of the learning process: (1) the measurement of learning; (2) the circumstances that produce associative learning; and (3) the content of that learning. The usefulness of this new paradigm is documented with the results of experiments that had grown out of the author's programmatic work at the time. Completely new results were published for the first time, in an attempt to demonstrate the power of this particular learning procedure in elucidating fundamental questions about the nature of learning.

Through narrative analysis, Ordinary Theologies highlights the intersectionality of gender, race, and religio-spirituality. It examines the relationship of past and current religio-spiritual leadership understandings that contest the status quo in U.S. schools. The historicity and analysis of gender and race contributes to reconceptualizing educational and leadership by emphasizing the voices of Black female leaders, voices that provide alternative understandings of schooling, stressing the importance of gendered and raced voices in administration, and questioning formulaic models of leadership and the research that reifies them.

The first important distinction between operant and Pavlovian conditioning was made in 1928 by Polish scientists Konorski and Miller. Unaware of their work, Skinner proposed a similar analysis in 1935 of the manner in which operant and Pavlovian conditioning might differ and interact. Konorski and Miller responded to Skinner's statement, and by 1937 the now-classic debate over "two types of conditioned reflexes" was in high gear. In the years before publication, the attention of many learning theorists had returned to the fundamental question of whether there are identifiably different forms of learning. The present volume, originally published in 1977, contains chapters that reassess our basic learning paradigms of the time. They deal with the definitional problems of isolating operant and Pavlovian conditioning, as well as the attempt to analyze the inevitable interactions that follow. These issues are examined in a variety of settings: some authors deal with operant-Pavlovian interactions directly by devising procedures to generate them; others examine operant-Pavlovian interactions by examining their possible contribution to established conditioning paradigms.

Originally published in 1983, this volume is a collection of papers by research workers active at the time. It includes reviews of special areas within the field and discussions of interactions with other behavioral sciences such as psychology, ethology, and sociobiology. Applications to medicine, psychiatry, and education are also considered. Contributors were encouraged to integrate history, present knowledge, and projections for the future. Although the book is not divided into sections there is some grouping of related chapters.

Since the heyday of research on aggression in the late 1960s, developments in several varied areas had enabled us to take a new look at this important though difficult topic. Recent findings and sophisticated new techniques in behavior genetic analysis at the time had made it possible not only to enhance our understanding of the genetic mechanisms underlying aggressive behavior, but also to provide some reasonable suggestions as to the role of aggression in evolution. Originally published in 1983, there had been significant advances in genetic and neural research and a much more sophisticated and heuristic approach to the measurement and conceptualization of aggressive behavior had developed. The ten chapters in this volume provide a thorough overview of these new approaches and methodologies. There are also suggestions regarding the scope of future research on aggressive behavior, since much of what is presented describes the ongoing research activities of the contributors. This book is divided into four sections: The first provides a systematic foundation for research on aggression, and a description of some of the newer strategies for research in this area; the second concerns quantitative genetic analyses, selection data from both wild and laboratory populations, and situational determinants of aggressive behavior; the third section details new and exciting findings in neurochemical and neuropharmacological effects; and the last section contains a chapter that provides a summary and synthesis of all that has come before.

Originally published in 1977, this book considers the role language plays in psychological development. It tries to avoid general discussions of "language and thought", an approach already sufficiently developed by philosophers and (although somewhat less) by psychologists. Instead it attempts to focus specifically upon what we can learn about the topic from available research findings at the time. Theoretical considerations are developed only when necessary to clarify an issue or to facilitate the integration of presented material. The aim of the work is simple - to share with the reader the author's thoughts and understanding of available knowledge of the role of language in mental development.

Originally published in 1986, we were living in a world in which the number of publications in behaviour genetics had reached a point where it was difficult, even for those teaching the subject, to keep up with the literature. The editors of this title believe that there is a need for people who have planned and executed long-term research programs to summarize and comment on their results. This volume was intended to help meet that need. The authors were given free choice of subject and format. The result is a variety of topics that had been researched mainly over the previous decade. Chapter 1 is an exception and looked back at the work of others in behaviour genetics over a quarter-century and tried to detect trends in the types of research done in the field.

This book tries to answer some intriguing questions concerning the power of agoral gatherings. The 20th century is discussed as an age of crowds and masses. The book asks why the communist system disappeared in Europe during the last two decades of the 20th century and examines the factors which determined the collapse of the main military, political, social, economic and even symbolic infrastructures of the communist system in Europe. It poses the question why the end of communism in Europe was a peaceful phenomenon - except in the Balkan Peninsula. The author also discusses the predictability of this kind of phenomenon. In order to answer these questions the book introduces and extends the notion of agoral gathering as a new concept in the area of collective behavior and interprets the large-scale political transformations in Central and Eastern Europe in the 1990s in terms of peaceful collective behaviors as a political alternative for post-communist countries.

In Addictive Behaviors in Women, leading experts from psychiatry, psychology, sociology, and social work concisely review the addictive process and the characteristic behaviors of women who are dependent on alcohol and/or drugs. Topics include why women smoke, the role of personality in female addiction, sexuality issues in chemically dependent women, dieting and alcohol use in women, alcohol's role in sexual assault, and the impact of drug abuse on the family and pregnancy.
Addictive Behaviors in Women illuminates the causes and effects of the many lifestyle decisions women make that lead to addiction to drugs, work, sex, gambling, or to any of the many other elective aspects of our lives. It shows how addictive decisions can be avoided and/or treated, thereby making women's lives safer, more productive, and healthier.

Theraplay is a form of structured play therapy designed to strengthen the attachment between parents and their child. Dr. Evangeline Munns, a Theraplay therapist and trainer, introduces this treatment method in its traditional format of individual child and parent sessions. Its simple, action-oriented, and visual activities are presented in an atmosphere of playfulness and fun, designed to easily engage both parent and child. The adaptability of this approach has led to its innovative application in working with various populations (failure to-thrive infants, sexually abused children), within various formats (siblings, families, multi-families, groups), and in various settings (private practice, mental health centers, schools). Emphasizing enhanced self-esteem, trust, and confidence, Theraplay techniques are clearly and creatively presented with rich clinical detail in this volume.

Physicians are not alone in their concern with stress. Other professionals, such as psychologists and social workers, invoke stress to explain social pathology, for example, alcoholism, suicide, and drug abuse. They are joined by additional individuals in implicating stress in the development of disease. Indeed, conventional wisdom has long noted that to worry, be tense, or take things hard, is to increase one's vulnerability to disease.

Sol Levine and Norman A. Scotch argue that whether the focus upon stress is in its origins and its management, or upon its relationship to individual pathology and behavior, it is necessary to appreciate its complexity and its various dimensions. In particular, they discuss and answer the following common questions: To what extent do various work and organizational settings engender stress for various occupants? To what degree does upward and downward social mobility create stress? What are the effects of family disruptions--death, divorce, or desertion--upon the psychological state of the individual?

This book presents a clear and comprehensive picture of the phenomena encompassed within the conceptual rubric of stress and to explicate such specific levels or dimensions as the sources of stress, its management, and its consequences. The contributors are top researchers from the fields of sociology, anthropology, psychology, and medicine. They include Sydney H. Croog, Edward Gross, Barbara Snell Dohrenwend, Bruce P. Dohrenwend, Richard S. Lazarus, Andrew Crider, John Cassell, E. Gartly Jaco, James E. Teele, Robert Scott, and Alan Howard. The work concludes with a statement by the editors summarizing the data and themes that are presented throughout the work. This work should be read by all individuals. In particular, it will be invaluable for sociologists, psychologists, and professional social scientists.

Bullying is a contemporary wildfire of a social problem that continues to burn, scar, and even kill U.S. schoolchildren on a daily basis. Not only do the targets of bullying suffer in their abilities to grow, learn and succeed; so do bystanders, and even the bullies themselves. Generation BULLIED 2.0 details the nature of bullying as a tremendously negative force in schools today and offers practical, research-based strategies for constructing and cultivating cultures that support learning, safety, and dignity for everyone. Analyzing the nature and inadequacy of current anti-bullying policies, Generation BULLIED 2.0 explores how stereotyping and other negative behaviors are reinforced and sustained in both large and small ways at school. Its critical narratives of commonly bullied individuals and groups are representative of events that transpire every day across the country's education system. Focusing on the most common targets of bullying: race, gender, sexual orientation, physical appearance, physical and mental disability, and cyber-abuse, this book does not offer simplistic solutions. Instead, it offers empowerment to readers while providing tools for elevating social justice and preventing bullying from taking root as a supposedly "normal" part of life in our society.

If we are kind people, we care about others, including others who tend to hurt themselves. We all have friends or family members who have potential but squander or even ruin their lives from things like drug abuse, unwise spending decisions, or poor dietary habits. Concern for others often motivates us to endorse laws or private interventions meant to keep people from harming themselves even if that's what they want to do in the moment. However, it is far from clear that such paternalistic measures are, on net, benign, and they tend to violate an understanding that we should let adults make their own decisions. In this little book, William Glod argues that it's OK to allow people to make bad choices. It's OK even if those choices risk causing a lot of harm. Most defenders of paternalism agree that some bad choices are not harmful enough to require laws to stop them. However, Glod goes further. He argues that some people might want - and deserve - the freedom to make truly bad choices because such freedom is the only way they can act responsibly. He also argues that some "bad" choices may not even be bad, even if we can't know with confidence a person's true desires. In addition, the book explores choices that are bad because they might impose high monetary costs on others, arguing that mandatory insurance may be a better solution than eliminating the choice. Finally, it explores the potential pitfalls of paternalistic laws and policies - and how unintended, costly consequences can sabotage the most well-intended plans. Key Features Introduces key concepts for understanding paternalism and freedom of choice for undergraduates and general readers Discusses how many of our preferences are not easily understood by others, and shows how assumptions of what our true preferences can often backfire Explores ways in which people may want the freedom to make mistakes Examines the unintended consequences and associated problems of many paternalistic laws and regulations

Bullying is a contemporary wildfire of a social problem that continues to burn, scar, and even kill U.S. schoolchildren on a daily basis. Not only do the targets of bullying suffer in their abilities to grow, learn and succeed; so do bystanders, and even the bullies themselves. Generation BULLIED 2.0 details the nature of bullying as a tremendously negative force in schools today and offers practical, research-based strategies for constructing and cultivating cultures that support learning, safety, and dignity for everyone. Analyzing the nature and inadequacy of current anti-bullying policies, Generation BULLIED 2.0 explores how stereotyping and other negative behaviors are reinforced and sustained in both large and small ways at school. Its critical narratives of commonly bullied individuals and groups are representative of events that transpire every day across the country's education system. Focusing on the most common targets of bullying: race, gender, sexual orientation, physical appearance, physical and mental disability, and cyber-abuse, this book does not offer simplistic solutions. Instead, it offers empowerment to readers while providing tools for elevating social justice and preventing bullying from taking root as a supposedly "normal" part of life in our society.

Adaptive Learning and the Human Condition provides a coherent and comprehensive introduction to the basic principles of classical (Pavlovian) and instrumental (Skinnerian) conditioning. When combined with observational learning and language, they are responsible for human accomplishment from the Stone Age to the digital age. This edition has been thoroughly updated throughout, relating adaptive learning principles to clinical applications as well as non-traditional topics such as parenting, moral development, and the helping professions. Defining learning as an adaptive process enables students to understand the need to review the basic animal research literature in classical and operant conditioning and consider how it applies to human beings in our everyday lives. Divided into four parts, this book covers historical research into psychology and adaptive learning, principles of adaptive learning (prediction and control), adaptive learning and the human condition, and behavior modification and the helping professions. The book showcases how an adaptive learning strategy can be practical, diagnostic, and prescriptive, making this an essential companion for psychology students and those enrolled in programs in professional schools and helping professions including psychiatry, special education, health psychology, and physical therapy.

People with intellectual disability cannot assume that they can speak up for and represent themselves. A host of socially constructed factors act as barriers to their becoming self-advocates. This book analyses the nature of these factors and investigates how the label 'intellectual disability' is understood and interpreted. It also analyses the power imbalance between people with intellectual disability and non-disabled people, an imbalance which leads to the perpetuation of dependence of the former on the latter. The book proposes self-advocacy as a way of providing an environment in which this power imbalance can be redressed, negative perceptions of the label 'intellectual disability' challenged, and independence and autonomy promoted. In this way, contexts can be created in which the voices of people with intellectual disability are heard and valued. Self-advocacy thus enables people with intellectual disability to become more active agents in their own lives with the necessary support.

The opening of the former Soviet Union to the West has provided an opportunity to describe Russian human factors/ergonomics and to compare American theories and methods with it. Although this book is principally dedicated to describing the theory of activity as it applies to issues of design and training, it is also offered to a general audience of psychologists and interested lay readers. This theory studies the goal-directed behavior of man and attempts to integrate the cognitive, motivational, and behavioral aspects of activity into a holistic system. Such fundamental notions as goal, action, and self-regulation are described and analyzed from totally different theoretical points of view.
This is the first comprehensive, systematic description of the theory of activity in the English language. Existing attempts to translate the theory of activity into English suffer from certain limitations. Among them, the theory of activity -- considered one of the more important accomplishments of Soviet psychological science -- has an extensive history dating back to the work of Vygotsky and his students. Subsequent development of the theory by other well-known Soviet psychologists and psychophysiologists took place within different schools with some significant differences. In the former Soviet Union, psychological theory could not be advanced unconnected to Marxist-Leninist ideology. Accordingly, theoretical formulations were subject to their own version of "political correctness." Books published in this field were addressed only to other scientists with backgrounds in the field. Moreover, the translation of the technical terms in Russian psychology frequently resist translation in the absence of the context of the debates in which they were being used. Thus, simple translation of books in this field as they were written in a specialized and politicized environment for Russian audiences is really not a particularly sensible or worthwhile undertaking.
This book is addressed in the first instance to Western psychologists. It compares, among other things, analyses of work from the former Soviet Union with the work from the West. Applications of activity theory to design and learning were paramount in the Soviet Union. Using their own theoretical perspective, the authors provide a comparative analysis of the various schools working in activity theory. They hope that this book may facilitate the exchange of ideas between Russian psychological scientists and Western psychologists working in ergonomics, human factors, industrial/organizational psychology, education, learning, and related areas where the theory of activity may find general application.
This book's authors attempt to provide a contribution not only to science but also to history. Western researchers have strongly influenced Russian work, but because of negative political pressure in the former USSR, the flow of concepts was one-sided. Russian ergonomists received so much from American and Western sources that it is now important to give something back. Despite the considerable similarity between Russian and American theories and methods, the special "spin" the former put on their work may stimulate new thinking on the part of their American colleagues.

A group of respected historians and authorities reassesses the role of B. F. Skinner and contemporary behaviorism in the history of 20-century psychology. This landmark collection provides an interesting mix of modern perspectives to clarify perceptions of the theories and approaches of Skinner and of other contemporary behaviorists. This reevaluation of the philosophical bases and development of behavior analysis offers new interpretations. This edited volume includes discussion and analyses of Skinner's work and features a section of integrative commentary on the current state of affairs in contemporary behavior analytic theory. An inductive approach is used, and general themes and details about Skinner and contemporary behaviorism appear and recur with variations in different chapters. Psychologists, historians, philosophers, and advanced undergraduate and graduate students will also find the work important for its up-to-date comprehensive bibliography of Skinner's published works and for its lengthy historiography of important studies dealing with Skinner and behaviorism. This volume is a companion to Modern Perspectives on John B. Watson and Classical Behaviorism edited by Todd and Morris and published by Greenwood Press in 1994.

Travel writers and travel journalists are not the same. They differ in identity, purpose and method. The travel writer looks in a mirror; the travel journalist looks out a window. The travel writer serves the travel industry; the travel journalist serves the public. The travel writer is subsidized; the travel journalist pays his own way. Introduction to Travel Journalism highlights these distinctions and offers independent, ethical, substantive journalists the skills and knowledge they need to cover the travel and tourism industry, to provide travelers with credible news and information, and to report significant trends and developments at home and across the world.

The field of social anxiety and shyness is defined by research and practice in child development, psychophysiology, social and personality psychology, clinical psychology, psychiatry and psychotherapy.

This Handbook reflects the field with major sections on the origin and development of shyness and social anxiety, on social and personality factors, and on clinical perspectives and interventions. The editors have brought together original chapters by some of the leading international experts, to provide a state-of-the-art account of knowledge in this field. The purpose was to review and synthesize a very extensive literature from diverse disciplines, with a critical focus on knowledge that is research-based, central to the understanding of social anxiety, and of essential interest to a wide range of students, researchers and professionals.

This comprehensive, authoritative and up-to-date volume will be of value to students, teachers and researchers in developmental, social and abnormal psychology, as well as to trainees and practitioners in clinical psychology, psychiatry, psychotherapy and counselling.

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.

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.

This book focuses on the most basic of human interactions _ love and attachment in all of their permutations and the barriers that exist to achieving closeness. The specific topics addressed include gender, class, race, and ethnicity. All these demonstrate the complexity of relationships in contemporary life. This work reflects the growing body of knowledge of developmental theory and attachment research. The rich confluence of psychodynamic understanding and attachment studies is synthesized with techniques for working with specific populations. Collectively, the authors present a comprehensive understanding of love in all of its current configurations: internal and interpersonal problems in adult life, dysfunctional attachments, and intimacy in the treatment relationship. It will help therapists hone their clinical skills to promote their clinical skills to promote their clients' growth, love, and attachment.

Building on past research that includes prosocial-antisocial communication, positive psychology, as well as complementing the dark side of interpersonal communication, this groundbreaking volume brings together veteran interpersonal communication scholars to examine the bright, positive sides of communication in human relations. Together, they begin to frame a conceptual foundation for studies on the "positive" side of interpersonal communication, or in general terms, relational communication that promotes happiness, health, and wellness. In the process they examine moments of relational beauty, laughter and play, positive emotion, relational support, understanding, and forgiveness, as well as facilitation of positive character traits and positive relational communication values. The Positive Side of Interpersonal Communication is intended to serve as a starting point for future research as well as inspiring new areas of interpersonal communication scholarship.

Migrations and the Media critically explores the global reporting of "migration crises," bringing together a range of original interdisciplinary research from the fields of migration studies and journalism, media and cultural studies. Its chapters examine, empirically and theoretically, some of the most important contemporary political, cultural and social issues with which migration is entwined, developing existing and new conceptual understandings of how forced migration and other instances of migration are represented and constructed as "crises" in different international contexts, including within news narratives on human trafficking and smuggling, asylum seeking and humanitarian reporting, "climate refugees," undocumented and economic migrants, and in election debates and policy making. This edited volume also examines the reporting practices through which migration coverage is produced, including the rights and responsibilities of journalism and the presuppositions and pressures upon journalists working in this area.