Philosophers, legal scholars, criminologists, psychiatrists, and psychologists have long asked important questions about punishment: What is its purpose? What theories help us better understand its nature? Is punishment just? Are there effective alternatives to punishment? How can empirical data from the sciences help us better understand punishment? What are the relationships between punishment and our biology, psychology, and social environment? How is punishment understood and administered differently in different societies? The Routledge Handbook of the Philosophy and Science of Punishment is the first major reference work to address these and other important questions in detail, offering 31 chapters from an international and interdisciplinary team of experts in a single, comprehensive volume. It covers the major theoretical approaches to punishment and its alternatives; emerging research from biology, psychology, and social neuroscience; and important special issues like the side-effects of punishment and solitary confinement, racism and stigmatization, the risk and protective factors for antisocial behavior, and victims' rights and needs. The Handbook is conveniently organized into four sections: I. Theories of Punishment and Contemporary Perspectives II. Philosophical Perspectives on Punishment III. Sciences, Prevention, and Punishment IV. Alternatives to Current Punishment Practices A volume introduction and a comprehensive index help make The Routledge Handbook of the Philosophy and Science of Punishment essential reading for upper-undergraduate and postgraduate students in disciplines such as philosophy, law, criminology, psychology, and forensic psychiatry, and highly relevant to a variety of other disciplines such as political and social sciences, behavioral and neurosciences, and global ethics. It is also an ideal resource for anyone interested in current theories, research, and programs dealing with the problem of punishment.

Explore the obstacles and challenges involved in bringing feminist values and techniques into mainstream therapy Feminist therapy has been challenging mainstream therapy thinking and practice for the past thirty years. The Foundation and Future of Feminist Therapy is the first book to provide a summary and compilation of that history. It describes the work of the major contributors, early and recent, and gives a terrific overview of the rich and radical development of feminist therapy from a variety of perspectives. The Foundation and Future of Feminist Therapy honors the work of women such as Laura Brown, Iris Fodor, Miriam Greenspan, Hannah Lerman, and Lenore Walker, who developed, and who continue to develop, feminist therapy theory and practice. This book breaks new ground by envisioning a feminist-informed future in the areas of therapy practice, the education of therapists, and community. It also provides an unflinching look at the challenges and threats to developing that future and offers suggestions for action. The Foundation and Future of Feminist Therapy includes the work of past and present contributors to feminist theory on topics such as: the complex intertwining of gender and other oppressions the impact of race and ethnicity the effects of sexual orientation, age, class, disability, and refugee and immigrant status discussions about violence against women feminist theory from a wide range of perspectives, from relational-cultural to multicultural theory perspectives on trauma the discussions at a conference that imagined a future informed by feminist principles and much more! For those interested in feminist therapy theory, The Foundation and Future of Feminist Therapy is an excellent starting point, and many references are provided for readers who want to pursue specific topics further. This book will interest practicing therapists at all levels, including psychologists, counselors, and social workers. It is also appropriate as a textbook for women's studies, psychology of women, counseling, psychology, and social work classes.

Explore the obstacles and challenges involved in bringing feminist values and techniques into mainstream therapy Feminist therapy has been challenging mainstream therapy thinking and practice for the past thirty years. The Foundation and Future of Feminist Therapy is the first book to provide a summary and compilation of that history. It describes the work of the major contributors, early and recent, and gives a terrific overview of the rich and radical development of feminist therapy from a variety of perspectives. The Foundation and Future of Feminist Therapy honors the work of women such as Laura Brown, Iris Fodor, Miriam Greenspan, Hannah Lerman, and Lenore Walker, who developed, and who continue to develop, feminist therapy theory and practice. This book breaks new ground by envisioning a feminist-informed future in the areas of therapy practice, the education of therapists, and community. It also provides an unflinching look at the challenges and threats to developing that future and offers suggestions for action. The Foundation and Future of Feminist Therapy includes the work of past and present contributors to feminist theory on topics such as: the complex intertwining of gender and other oppressions the impact of race and ethnicity the effects of sexual orientation, age, class, disability, and refugee and immigrant status discussions about violence against women feminist theory from a wide range of perspectives, from relational-cultural to multicultural theory perspectives on trauma the discussions at a conference that imagined a future informed by feminist principles and much more! For those interested in feminist therapy theory, The Foundation and Future of Feminist Therapy is an excellent starting point, and many references are provided for readers who want to pursue specific topics further. This book will interest practicing therapists at all levels, including psychologists, counselors, and social workers. It is also appropriate as a textbook for women's studies, psychology of women, counseling, psychology, and social work classes.

This book bridges a scholarly divide between empirical and normative theorizing about procedural justice in the context of relations of power between citizens and the state. Empirical research establishes that people's understanding of procedural justice is shaped by relational factors. A central premise of this volume is that this research is significant but needs to be complemented by normative theorizing that draws on relational theories of ethics and justice to explain the moral significance of procedures and make normative sense of people's concerns about relational factors. The chapters in Part 1 provide comprehensive reviews of empirical studies of procedural justice in policing, courts and prisons. Part 2 explores empirical and normative perspectives on procedural justice and legitimacy. Part 3 examines philosophical approaches to procedural justice. Part 4 considers the implications of a relational perspective for the design of procedures in a range of legal contexts. This collection will be of interest to a wide academic readership in philosophy, law, psychology and criminology.

First published in 2005. This special issue of the International Journal of Behavioral Medicine, Volume 12, number 2, is a collection of essays around the topic of positive psychology in Behavioral Medicine. Including topics of the psychobiology of emotion, health benefits that help us thrive, integrative therapy for depression and slower disease progression in HIV.

As the Baby Boomer cohort moves from middle to later adulthood, it is likely this generation will redefine what it means to age. Growing older will no longer be synonymous with loss and decline. In fact, it is true that the majority of older adults today live fulfilling lives. This special issue discusses ways in which older adults can age successfully--that is--how individuals can maintain their physical and cognitive health, as well as maintain a healthy engagement with life. Also addressed are the universal challenges faced by older adults in their pursuit to age successfully. The objective of this collection is to serve as a stimulus to future research on aging and change in the later years of life. It presents an outstanding array of articles that cover a range of central issues in this area of study. Each author provides a unique insight into the mystery and challenge that awaits us all: the ability to age successfully.

Provides an in-depth understanding of how certain features of ASD may provide the context of vulnerability to engaging in a number of types of offending behaviours Written by a world-leading expert in the field of violent crime and its relationship to ASD Evidence-based, practical guide to working with Suspects, Defendants and Offenders with Autism, making it suitable for both researchers and professionals across Psychology and Legal domains

First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

The ideas of Max Wertheimer (1880-1943), a founder of Gestalt theory, are discussed in almost all general books on the history of psychology, and in most introductory textbooks on psychology. This intellectual biography of Wertheimer is the first book-length treatment of a scholar whose ideas are recognized as of central importance to fields as varied as social psychology, cognitive neuroscience, problem solving, art, and visual neuroscience. King and Wertheimer trace the origins of Gestalt thought, demonstrating its continuing importance in fifteen chapters and several supplements to these chapters. They begin by reviewing Wertheimer's ancestry, family, and childhood in central Europe, and his formal education. They elaborate on his activities during the period in which he began to develop the ideas that were later to become central to Gestalt psychology, documenting the formal emergence of this school of thought and tracing its development during World War I. The maturation of the Gestalt school at the University of Berlin during 1922-29 is discussed in detail. Wertheimer's everyday life in America during his last decade is well documented, based in part on his son's recollections. The early reception of Gestalt theory in the United States is examined, with extensive references to articles in professional journals and periodicals. Wertheimer's relationships and interaction with three prominent psychologists of the time, Edwin G. Boring, Clark L. Hull, and Alexander Luria, are discussed, based on unpublished correspondence. The final chapters discuss Wertheimer's essays on democracy, freedom, ethics, and truth, and detail personal challenges Wertheimer faced during his last years. His major work, published after his death, is Productive Thinking. Its reception is examined, and a concluding chapter considers the legacy of Max Wertheimer and Gestalt theory in the decades since his death. This intellectual biography will be of interest to psychologists and readers interested in science, modern European history, and the Holocaust.

This volume is about understanding the 'self' from a scientific perspective. The self is a well-established research area in a variety of disciplines including clinical psychology, communication, developmental psychology, social psychology and sociology. This book pulls together, in one place, comprehensive and interesting descriptions of some of the most stimulating, newly emerging research programs on the self. Each chapter, by a leading authority in the field, describes a unique research program, based on solid empirical research. Contributing authors include a mix between established names and emerging researchers whose mark on the field will grow in years to come.

Using topics of critical and creative thinking, Critical Thinking, Idea Innovation, and Creativity discusses methods of solving complex problems, demonstrates the benefits of using the methods of imaginative thinking, identifies ways to overcome problems and inhibitors such as a lack of confidence, provides guidelines for assessing creative experiences, and encourages the application of the methods to leadership, research, and decision making. It allows readers to turn their unidimensional technical knowledge into a multi-dimensional knowledge framework that will provide a broader and more realistic framework for the solution of complex problems. Emphasis is placed on the fundamental concepts of critical and creative thinking and idea innovation, and each chapter presents numerous activities to accompany the knowledge-based educational material provided. Features: Provides educational material on creativity in a format that stresses application. An array of creative thinking tools will enable the reader to develop imaginative ideas Emphasizes ways that critical thinking, idea innovation, and creativity can enhance a reader's ability to solve problems related to leadership, the conduct of research, making decisions, and solving complex problems Focuses on ways to improve the reader's thinking skills, which will enhance the likelihood of developing novel solutions to complex problems; this skill set includes skills like curiosity, questioning, and skepticism, which are central to efficiently solving complex problems and meeting the requirements of effective leadership Includes numerous activities in each chapter that will enable readers to apply the methods and develop actual experience at critical and creative thinking; these activities are appropriate for use either by individuals or by small groups

This unique book explores how the conceptual framework of science and technology studies can be applied to creativity and problem-solving research, drawing from and building on the work of Bruno Latour. Using an interdisciplinary approach, the book outlines new research practices to capture the origin of ideas through the work of Bruno Latour. Latour enjoins researchers to adopt a resolutely ethnographic methodology to trace the process by which a creative product, be it a technological innovation or a work of art, is constructed, or instaured. Creativity is explained in terms of the micro-processes that guide and constrain the development of a new idea. These micro-processes operate on and are triggered by material objects, be they maquettes, models, drafts or data representations. The resulting perspective is systemic, casting creativity as emerging from the interaction among heterogenous elements and actants. The book provides critical reflections on problem solving research and stresses the importance of William James's radical empiricism and the primary role of experience. The book redefines the concept of insight as an outcome rather than the cause of a new idea. The book uses the work of Latour to cast a new light on the field of creative cognition and will be an essential read for researchers and students of creativity and cognition. It will also be relevant for anyone interested in understanding origin of creativity, ideas and thoughts.

This book explores the work of Cervantes in relation to the ideas about the mind that circulated in early modern Europe and were propelled by thinkers such as Juan Luis Vives, Juan Huarte de San Juan, Oliva Sabuco, Andres Laguna, Andres Velasquez, Marsilio Ficino, and Gomez Pereira. The editors bring together humanists and scientists: literary scholars and doctors whose interdisciplinary research integrates diverse types of sources (philosophical and medical treatises, natural histories, rhetoric manuals, pharmacopoeias, etc.) alongside Cervantes's works to examine themes and areas including emotion, human development, animal vs. human consciousness, pathologies of the mind, and mind-altering substances. Their chapters trace the cognitive themes and points of inquiry that Cervantes shares with other early modern thinkers, showing how he both echoes and contributes to early modern views of the mind.

Psychologist Sharon Lamb and philosopher Jeffrie Murphy argue that forgiveness has been accepted as a therapeutic strategy without serious, critical examination. Chapters by both psychologists and philosophers ask: Why is forgiveness so popular now? What exactly does it entail? When might it be appropriate for a therapist not to advise forgiveness? When is forgiveness in fact harmful?

Advancing Natural Language Processing in Educational Assessment examines the use of natural language technology in educational testing, measurement, and assessment. Recent developments in natural language processing (NLP) have enabled large-scale educational applications, though scholars and professionals may lack a shared understanding of the strengths and limitations of NLP in assessment as well as the challenges that testing organizations face in implementation. This first-of-its-kind book provides evidence-based practices for the use of NLP-based approaches to automated text and speech scoring, language proficiency assessment, technology-assisted item generation, gamification, learner feedback, and beyond. Spanning historical context, validity and fairness issues, emerging technologies, and implications for feedback and personalization, these chapters represent the most robust treatment yet about NLP for education measurement researchers, psychometricians, testing professionals, and policymakers.

* A unique contribution to the field of leadership specifically and HR and Learning and Development in general. * Shows learning journey an individual must take to become a transpersonal leader. * Draws from advances in leadership thinking that conceive leadership as beyond situational and strategic leadership and instead focused behavioural and spiritual leadership. * Builds on and utilises recent evidence based research by LeaderShape and others on the performance of leaders and on the application of neuroscience research. * Is designed to be engaging and accessible for senior leaders, HR and talent professionals - is practical with real-life case studies and examples from different contexts.

Cognitive Illusions explores a wide range of fascinating psychological effects in the way we think, judge and remember in our everyday lives. In this volume, Rudiger F. Pohl brings together leading international researchers to define what cognitive illusions are and discuss their theoretical status: are such illusions proof of a faulty human information-processing system, or do they only represent by-products of otherwise adaptive cognitive mechanisms? The book describes and discusses 26 different cognitive illusions, with each chapter giving a profound overview of the respective empirical research including potential explanations, individual differences, and relevant applied perspectives. This edition has been thoroughly updated throughout, featuring new chapters on negativity bias, metacognition, and how we respond to fake news, along with detailed descriptions of experiments that can be used as classroom demonstration in every chapter. Demonstrating just how diverse cognitive illusions can be, it is a must read for all students and researchers of cognitive illusions, specifically, those focusing on thinking, reasoning, decision-making, and memory.

Survey Development: A Theory-Driven Mixed Methods Approach provides both an overview of standard methods and tools for developing and validating surveys and a conceptual basis for survey development. It advocates logical reasoning that combines theory related to construct validity with theory regarding design, and theory regarding survey response, item review, and identification of misfitting responses. The book has 14 chapters which are divided into four parts. Part A includes six chapters that deal with theory and methodology. Part B has five chapters and it gets into the process of constructing the survey. Part C comprises two chapters devoted to assessing the quality or psychometric properties (reliability and validity) of survey responses. Finally, the one chapter in Part D is an attempt to present a synopsis of what was covered in the previous chapters in regard to developing a survey with the Theory-Driven-Mixed-Methods (TDMM) framework for developing survey and conducting survey research. This provides a full process for survey development intended to yield results that can support validity. A mixed methods approach integrates both qualitative and quantitative data outcomes. Including detailed online resources, this book is suitable for graduate students who use or are responsible for interpretation of survey research and survey data as well as survey methodologists and practitioners who use surveys in their field.

This fascinating book is an insightful exploration of Western perceptions and representations of Japanese culture and society, drawing on social and cultural psychological ideas around stereotypes and intercultural relations. Hinton considers how the West views the Japanese as an ideologically different 'other', and proposes a cultural theory of stereotypes from which to explore Western observations of the Japanese. The book explores Western socio-cultural representations of the Japanese alongside Edward Said's well-known theory of Orientalism. It examines the West's intercultural relationship with Japan, and how this has changed over time, to show how the Japanese have been represented in the Western mind throughout history, to the present day. Hinton argues that our view of other cultures is based on our own cultural expectations, which involve complex issues of meaning making and perceived cultural differences. This book foregrounds this research through accounts of Westerners about the Japanese, to reveal how cultural representations can influence the ways in which people from different cultures communicate in interaction, and how intercultural understanding or misunderstanding can arise. By reflecting on the changing Western representations of the Japanese, and how and why these have emerged, this book will be of interest to students, academics, and general readers interested in stereotypes, cultural psychology, intercultural communication, and Japanese culture and history.

"Relating Events in Narrative, Volume 2: Typological and Contextual Perspectives" edited by Sven Stromqvist and Ludo Verhoeven, is the much anticipated follow-up volume to Ruth Berman and Dan Slobin's successful "frog-story studies" book, "Relating Events in Narrative: A Crosslinguistic Developmental Study" (1994).
Working closely with Ruth Berman and Dan Slobin, the new editors have brought together a wide range of scholars who, inspired by the 1994 book, have all used Mercer Mayer's "Frog, Where Are You?" as a basis for their research. The new book, which is divided into two parts, features a broad linguistic and cultural diversity. Contributions focusing on crosslinguistic perspectives make up the first part of the book. This part is concluded by Dan Slobin with an analysis and overview discussion of factors of linguistic typology in frog-story research.
The second part offers a variety of theoretical and methodological perspectives, all dealing with contextual variation of narrative construction in a wide sense: variation across medium/modality (speech, writing, signing), genre variation (the specific frog story narrative compared to other genres), frog story narrations from the perspective of theory of mind, and from the perspective of bilingualism and second language acquisition. Several of the contributions to the new book manuscript also deal with developmental perspectives, but, in distinction to the 1994 book, that is not the only focused issue. The second part is initiated by Ruth Berman with an analysis of the role of context in developing narrative abilities.
The new book represents a rich overview and illustration of recent advances in theoretical and methodological approaches to the crosslinguistic study of narrative discourse. A red thread throughout the book is that crosslinguistic variation is not merely a matter of variation in form, but also in content and aspects of cognition. A recurrent perspective on language and thought is that of Dan Slobin's theory of "thinking for speaking," an approach to cognitive consequences of linguistic diversity. The book ends with an epilogue by Herbert Clark, "Variations on a Ranarian Theme."

This book introduces the fundamentals of the technology satisfaction model (TSM), supporting readers in applying the Rasch model and Structural Equation Modelling (SEM) - a multivariate technique - to higher education (HE) research. User satisfaction is traditionally measured along a single dimension. However, the TSM includes digital technologies for teaching, learning and research across three dimensions: computer efficacy, perceived ease of use and perceived usefulness. Establishing relationships among these factors is a challenge. Although commonly used in psychology to trace relationships, Rasch and SEM approaches are rarely used in educational technology or library and information science. This book, therefore, shows that combining these two analytical tools offers researchers better options for measurement and generalization in HE research. This title presents theoretical and methodological insight of use to researchers in HE.

Building on work in feminist studies, queer studies and critical race theory, this volume challenges the universality of propositions about human nature, by questioning the boundaries between predominant neurotypes and 'others', including dyslexics, autistics and ADHDers. This is the first work of its kind to bring cutting-edge research across disciplines to the concept of neurodiversity. It offers in-depth explorations of the themes of cure/prevention/eugenics; neurodivergent wellbeing; cross-neurotype communication; neurodiversity at work; and challenging brain-bound cognition. It analyses the role of neuro-normativity in theorising agency, and a proposal for a new alliance between the Hearing Voices Movement and neurodiversity. In doing so, we contribute to a cultural imperative to redefine what it means to be human. To this end, we propose a new field of enquiry that finds ways to support the inclusion of neurodivergent perspectives in knowledge production, and which questions the theoretical and mythological assumptions that produce the idea of the neurotypical. Working at the crossroads between sociology, critical psychology, medical humanities, critical disability studies, and critical autism studies, and sharing theoretical ground with critical race studies and critical queer studies, the proposed new field - neurodiversity studies - will be of interest to people working in all these areas.