The climate within the discipline of psychology has changed considerably since the middle of the twentieth century. More specifically, what it means to be a human has changed. In Expanding the Category "Human": Nonhumanism, Posthumanism, and Humanistic Psychology, Patrick M. Whitehead argues that the metaphysical problems that psychologists faced sixty years ago are not the same ones they face today. Humanistic psychologists could once choose to protect the integrity of human beings as well as to engage in open inquiry and accept all human beings, but Whitehead contends that a choice between the two must now be made. This book is recommended for scholars and practitioners of psychology and philosophy.

This book brings together the world's leading perfectionism researchers and theorists to present their latest findings and ideas on how and why perfectionism may confer risks or benefits for health and well-being, as well as the contexts which may shape these relationships. In addition to providing an overview of the latest research in this field, this volume explores new conceptual models that may help further our understanding of when, how, and why perfectionism may be implicated in health and well-being. After presenting an overview of the conceptual and measurement issues surrounding the concepts of perfectionism, health, and well-being, three sections address the implications of perfectionism for health and well-being. The first of these sections provides an overview of research and theory on the role of perfectionism in health and illness, health behaviors, and chronic illness. The next section of the book focuses on the cognitive and affective underpinnings of perfectionism as they relate to psychopathology, distress, and well-being, including how it applies to eating disorders, depression, and anxiety. The final section of the book explores specific contexts and how they may contour the associations of perfectionism with health and well-being, such as in the domains of interpersonal relationships, academic pursuits, and work-related settings. Perfectionism and wellbeing is a topic not just for researchers and scholars, but clinicians and practitioners as well. For this reason, chapters also include a discussion of prevention and treatment issues surrounding perfectionism where relevant. By doing so, this volume is an important resource for not only researchers, but also for those who may wish to use it in applied and clinical settings. By presenting the latest theory and research on perfectionism, health, and well-being with a translational focus, Perfectionism, Health, and Well-Being makes a unique and significant contribution to perfectionism as well as general wellness literature, and highlights the need to address the burden of perfectionism for health and well-being. .

This volume offers a critical rethinking of the construct of youth wellbeing, stepping back from taken-for-granted and psychologically inflected understandings. Wellbeing has become a catchphrase in educational, health and social care policies internationally, informing a range of school programs and social interventions and increasingly shaping everyday understandings of young people. Drawing on research by established and emerging scholars in Australia, Singapore and the UK, the book critically examines the myriad effects of dominant discourses of wellbeing on the one hand, and the social and cultural dimensions of wellbeing on the other. From diverse methodological and theoretical perspectives, it explores how notions of wellbeing have been mobilized across time and space, in and out of school contexts, and the different inflections and effects of wellbeing discourses are having in education, transnationally and comparatively. The book offers researchers as well as practitioners new perspectives on current approaches to student wellbeing in schools and novel ways of thinking about the wellbeing of young people beyond educational settings.

This book presents recent positive psychological research, applications and interventions being used among adolescents and children. Currently there is a wave of change occurring whereby educators, and others working with children and adolescents, are beginning to recognize the benefits of looking at well-being from a positive perspective, specifically the integration of positive psychological theory into the school curriculum in order to improve student well-being. Moreover, although the positive psychological field has grown tremendously since its inception, there remains an imbalance in the publication of research findings, applications, and interventions among children and adolescents in comparison to adults. This book fills the need for a reference to this valuable information and benefits a wide range of professionals, including educators, clinicians, psychologists, students, and many other working with children and adolescents.

Understanding the factors that encourage young people to become active agents in their own learning is critical. Positive psychology is one lens that can be used to investigate the factors that facilitate a student's sense of agency and active school engagement. In the second edition of this groundbreaking handbook, the editors draw together the latest work on the field, identifying major issues and providing a wealth of descriptive knowledge from renowned contributors. Major topics include: the ways that positive emotions, traits, and institutions promote school achievement and healthy social and emotional development; how specific positive-psychological constructs relate to students and schools and support the delivery of school-based services; and the application of positive psychology to educational policy making. With thirteen new chapters, this edition provides a long-needed centerpiece around which the field can continue to grow, incorporating a new focus on international applications of the field.

The Handbook of Computational Social Science is a comprehensive reference source for scholars across multiple disciplines. It outlines key debates in the field, showcasing novel statistical modeling and machine learning methods, and draws from specific case studies to demonstrate the opportunities and challenges in CSS approaches. The Handbook is divided into two volumes written by outstanding, internationally renowned scholars in the field. The first volume focuses on the scope of computational social science, ethics, and case studies. It covers a range of key issues, including open science, formal modeling, and the social and behavioral sciences. This volume explores major debates, introduces digital trace data, reviews the changing survey landscape, and presents novel examples of computational social science research on sensing social interaction, social robots, bots, sentiment, manipulation, and extremism in social media. The volume not only makes major contributions to the consolidation of this growing research field, but also encourages growth into new directions. The second volume focuses on foundations and advances in data science, statistical modeling, and machine learning. It covers a range of key issues, including the management of big data in terms of record linkage, streaming, and missing data. Machine learning, agent-based and statistical modeling, as well as data quality in relation to digital-trace and textual data, as well as probability-, non-probability-, and crowdsourced samples represent further foci. The volume not only makes major contributions to the consolidation of this growing research field, but also encourages growth into new directions. With its broad coverage of perspectives (theoretical, methodological, computational), international scope, and interdisciplinary approach, this important resource is integral reading for advanced undergraduates, postgraduates and researchers engaging with computational methods across the social sciences, as well as those within the scientific and engineering sectors.

The Handbook of Computational Social Science is a comprehensive reference source for scholars across multiple disciplines. It outlines key debates in the field, showcasing novel statistical modeling and machine learning methods, and draws from specific case studies to demonstrate the opportunities and challenges in CSS approaches. The Handbook is divided into two volumes written by outstanding, internationally renowned scholars in the field. The first volume focuses on the scope of computational social science, ethics, and case studies. It covers a range of key issues, including open science, formal modeling, and the social and behavioral sciences. This volume explores major debates, introduces digital trace data, reviews the changing survey landscape, and presents novel examples of computational social science research on sensing social interaction, social robots, bots, sentiment, manipulation, and extremism in social media. The volume not only makes major contributions to the consolidation of this growing research field, but also encourages growth into new directions. The second volume focuses on foundations and advances in data science, statistical modeling, and machine learning. It covers a range of key issues, including the management of big data in terms of record linkage, streaming, and missing data. Machine learning, agent-based and statistical modeling, as well as data quality in relation to digital-trace and textual data, as well as probability-, non-probability-, and crowdsourced samples represent further foci. The volume not only makes major contributions to the consolidation of this growing research field, but also encourages growth into new directions. With its broad coverage of perspectives (theoretical, methodological, computational), international scope, and interdisciplinary approach, this important resource is integral reading for advanced undergraduates, postgraduates and researchers engaging with computational methods across the social sciences, as well as those within the scientific and engineering sectors.

Based on extensive research, this book is a fundamental critique of psychiatry that examines the foundations of psychiatry, refutes its basic tenets, and traces the workings of the industry through medical research and in-depth interviews.

In this book, a distinguished historian of medicine surveys the basic elements that have constituted psychological healing over the centuries. Dr. Stanley W. Jackson shows that healing practices, whether they come from the worlds of medicine, religion, or philosophy, share certain elements that transcend space and time. Drawing on medical writings from classical Greece and Rome to the present, as well as on philosophical and religious writings, Dr. Jackson shows that the basic ingredients of psychological healing—which have survived changes of name, the fall of their theoretical contexts, and the waning of social support in different historical eras—are essential factors in our modern psychotherapies and in healing contexts in general.

This handbook addresses the historical background of the Islamic world and reviews its basic past intellectual achievements. It studies social progress of these regions and sub-regions in comparison with other parts of the world. It uses large data sets and well established statistically weighted Indexes in order to assess the nature and pace of the multiple facets of social change in member states of the Organization of Islamic Cooperation (OIC). The handbook extensively discusses the main challenges confronting the Islamic nations in the social, economic, political, and ideological fields. Though it is recognizable that social change in the Islamic World is generally positive, it remains highly variable in pace and there is room to speed it up to the benefit of millions of deprived Muslim people. Hence, the book studies the different propositions and programs of action, such as the United Nations' Millennium Development Campaign and the OIC's Ten-Year Programme of Action to present an integrated and comprehensive agenda of action to help improve the situation in the Islamic World.

This edited volume focuses on different views of happiness and well-being, considering constructs like meaning and spirituality in addition to the more standard constructs of positive emotion and life satisfaction. A premise of the volume is that being happy consists of more than having the right things happen to us; it also depends on how we interpret those events as well as what we are trying to achieve. Such considerations suggest that cognitive-emotional factors should play a fairly pronounced role in how happy we are. The present volume pursues these themes in the context of 25 chapters organized into 5 sections. The first section centers on cognitive variables such as attention and executive function, in addition to mindfulness. The second section considers important sources of positive cognition such as savoring and optimism and the third section focuses on self-regulatory contributions to well-being. Finally, social processes are covered in a fourth section and meaning-related processes are covered in the fifth. What results is a rich and diverse volume centering on the ways in which our minds can help or hinder our aspirations for happiness.

Educational Neuroscience: The Basics is an engaging introduction to this emerging, interdisciplinary field. It explains how the brain works and its priorities for learning, and shows how educational neuroscience, when combined with existing knowledge of human and social psychology, and with teacher expertise, can improve outcomes for students. Cathy Rogers and Michael S. C. Thomas reveal how neuroscientific evidence is forcing us to question our assumptions about how our brains learn and what this means for education. The chapters in this vital volume step through the brain's priorities: processing senses and moving our bodies, emotional processing, and the difficult job of dealing with other people. It unpacks the tricky tasks of thinking and learning, considering how memory works and the many systems involved in learning. It draws this all together to offer guidance for effective classroom practice, current and future. Chapter features include key issues for special educational needs and neurodiversity, case studies of novel interventions, debunking of common neuromyths, and guidance for teachers on how to evaluate their own practice. This book is a compact, lively introductory text for students of psychology, neuroscience and education and courses where these disciplines interconnect. It will also be essential reading for educational professionals, including teachers, heads, educational advisors and the many industry bodies who govern and train them, as well as anyone interested in the fascinating story of how we learn.

Concepts like Health and Well-being are not exclusive products of the Western culture. Research has widely demonstrated that the representation of the body and of its pathologies, as well as treatment and healing practices vary across cultures in relation to social norms and beliefs.The culture of India is a melting pot of nine main Darshanas, or philosophical systems, that share the common core of a realization of the self in society. India's traditional health system, Ayurveda, is a result of the practical application of the Darshanas to the observation of human nature and behavior. Ayurveda conceptualizes health, disease and well-being as multidimensional aspects of life, and it seeks to preserve a balance in individuals among their biological features, their psychological features and their environmental demands. The Ayurveda approach to health is remarkably similar to the eudaimonic conceptualization of well-being proposed by positive psychology, and the basic tenets of Ayurveda are deeply consistent with the latest developments of modern physics, which stresses the substantial interconnectedness among natural phenomena and their substrates. This text shows how the approach to health developed in Ayurveda can be fruitfully integrated in a general view of health and well-being that encompasses cultural and ideological boundaries. Specifically, it details the conceptualization of health as an optimal and mindful interaction between individuals and their environment.

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John Maze was a giant among philosophers of psychology. This exciting, new collection of his published work demonstrates that what is seemingly new in psychology is so often not new at all but frequently consists of ill-informed corruptions of earlier, discarded, misguided attempts. Their collection together is timely in the current, innovatory era of cross-disciplinary exploration and integration on the borderlands of psychology and philosophy, where there is a visible danger that the welcome loosening of barriers to mutual communication also generates some 'wild' theorizing, familiar enough in the history of psychology itself. A corpus remarkable for its coherence, intellectual virtuosity and radicalism over 50 years, it speaks meaningfully to the wide range of psychological theory throughout its history up to the present day. Written with elegance and eloquence, the essays entail a thoroughgoing critical analysis of the most detrimental philosophical erroers of academic psychology in the 20th century, the relegation to history by the 20th century academy of some of the conceptually most promising lines of research, the cost that has been borne by the discipline of psychology, and the most promising future direction for the discipline.

This book examines how modern medicine's mechanistic conception of the body has become a defense mechanism to cope with death anxiety. Robbins draws from research on the phenomenology of the body, the history of cadaver dissection, and empirical research in terror management theory to highlight how medical culture operates as an agent which promotes anesthetic consciousness as a habit of perception. In short, modern medicine's comportment toward the cadaver promotes the suppression of the memory of the person who donated their body. This suppression of the memorial body comes at the price of concealing the lived, experiential body of patients in medical practice. Robbins argues that this style of coping has influenced Western culture and has helped to foster maladaptive patterns of perception associated with experiential avoidance, diminished empathy, death denial, and the dysregulation of emotion.

Drawing on the writings of diverse authors, including Jean Baker Miller, Bell Hooks, Mary Daly, Frantz Fanon, Paulo Freire and Ignacio Martin-Baro, as well as on women's experiences, this book aims to develop a 'liberation psychology'; which would aid in transforming the damaging psychological patterns associated with oppression and taking action to bring about social change. The book makes systematic links between social conditions and psychological patterns, and identifies processes such as building strengths, cultivating creativity, and developing solidarity.

"Third generation coaching "proposes a form of dialogue where coach and coachee are focused on creating space for reflection through collaborative practices and less concerned with fabricating quick solutions. Aspiring to achieve moments of symmetry between coach and coachee, where their dialogue is driven by a strong emphasis on meaning-making, values, aspirations and identity issues. Coach and coachee meet as fellow-humans in a genuine dialogue.

Marking a new trend in coaching, based on the acknowledgement of changes in society, learning and knowledge production, as well as leadership, while distinguishing itself from the existing models (pop coaching, GROW model, etc.). "Third generation coaching" is based on a fresh analysis of our society - a society that is characterized by diversification, identity challenges, abolition of the monopoly of knowledge, lifelong learning, and the necessity for self-reflection.

Providing quality material to guide ambitious practitioners and high level coaching education programs, in an accessible format. "A Guide to Third Generation Coaching" advocates a revisited and innovative approach to coaching and coaching psychology, advantageous for learners and practitioners alike, by supporting the reader as a reflective practitioner.

""In this insightful book Reinhard Stelter takes coaching to a new level. With its new perspective, it will make an outstanding contribution to the field.""

Prof Stephen Palmer, Centre for Coaching, London, UK, President of the International Society for Coaching Psychology (ISCP)

""This book is a wonderful contribution to further theoretical understanding and evidence-based practice within Coaching and Coaching Psychology. Reinhard provides us with a look at the foundations contributing to this field, the benefit of his experience and learning, and the evolution of thinking to our current state. Whether you are a coach, coaching psychologist, leader, manager or student, you will find this an excellent resource to expand your thinking, reflection, exploration, and learning on your journey.""""

Diane Brennan, MBA, MCC, Past-President International Coach Federation (ICF) in 2008

""A thoughtful and wide ranging journey through the philosophy of coaching. Professor Stelter brings positive psychology, dialogue, and narrative approaches together into a model of coaching designed to meet the needs of clients in today's world.""

Dr. Michael Cavanagh, MClinPsy, PhD, Deputy Director, Coaching Psychology Unit, School of Psychology, The University of Sydney

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