Leadership, Work, and the Dark Side of Personality uses an interpersonal psychological perspective to unite general theories of both personality and leadership. By focusing in on the interpersonal, the book characterizes social behaviors by their agency (how dominant they are) and by their communion (how relational and nurturing they are). It argues that these interpersonal dimensions align closely with the traditional structure of leader behaviors-both task-related and relationship oriented behaviors-and uses those frameworks to orient trait theory for both normal-range personality traits and subclinical (dark side) traits. After overviewing the history of leadership theory, reviewing normal range personality traits (Extraversion, Neuroticism, Conscientiousness, Agreeableness and Openness) and subclinical traits, such as the Dark Triad (Narcissism, Machiavellianism and Psychopathy), the book moves on to thoroughly bring the perspective of interpersonal psychology to bear on questions of personality and leadership, and ends by narrowing in on how the dark side of personality affects the leadership process-for better and for worse.

Psychology: A Behavioral Overview is an introductory text with an orienting per spective that is frankly behavioral rather than eclectic. This focus is made quite clear in the first chapter of the book, but in the remainder it also becomes clear that such a focus permits coverage of most of the topics found in the more common introductory text. Actually, the next five chapters (dealing with psy chology as a scienc~, methodology, evolution, physiology, and learning) are in many ways comparable to the treatments provided in more eclectic introductory texts. The behavioral focus and the departure from traditional approaches be come most significant in the last six chapters which deal with traditional psycho logical topics (e. g. , language, child development, and personality)-but deal with them systematically in terms of the concepts and principles introduced in the chapters on evolution and physiology, and especially in the chapter on learning. Using the concepts provided early in the text to interpret complex aspects of human behavior provides valuable justification for those concepts, as well as an opportunity for improved understanding of them. Although students will not make extensive contact with the variety of the oretical approaches found in the typical text, they will become especially compe tent in the use of behavioral concepts and principles to interpret and understand many of the topics of traditional importance in psychology.

Interest in the field of neurodevelopmental disorders has grown exponentially in recent years across a range of disciplines, including psychology, psychiatry, education and neuroscience. The research itself has become more sophisticated, using multidisciplinary methods to probe interdisciplinary questions. Neurodevelopmental Disorders: Research Challenges and Solutions provides a thorough overview of the key issues involved in researching neurodevelopmental disorders. The volume includes 14 chapters, arranged over three sections. Chapters in the first section address general research challenges for the study of neurodevelopmental disorders. The second section draws upon specific disorders (such as Williams syndrome, Autism Spectrum Disorders, Down Syndrome, Fragile X Syndrome, ADHD, and Language Disorders) to consider the syndrome-specific issues or challenges that may be crucial to advancing our understanding of aspects of cognition and behavior associated with them. The final section considers how research evidence may be translated into practice to begin making an impact upon the lives of individuals who have neurodevelopmental disorders and their families. Each chapter in the book also includes 'practical tips' for either conducting research with individuals who have neurodevelopmental disorders or considering wider practical issues. The book will be indispensable reading for advanced students, researchers, and practitioners in the fields of developmental psychology, developmental psychopathology, special needs education, neuropsychology, and neurodevelopmental disorders.

This book introduces current perspectives on Rasch measurement theory with an emphasis on developing Rasch-based scales. Rasch measurement theory represents a paradigm shift in measurement theory away from classical test theory and creates a framework for scaling that can yield invariant measurement. Rasch Models for Solving Measurement Problems: Invariant Measurement in the Social Sciences is a broadly accessible text. Authors George Engelhard Jr and Jue Wang introduce Rasch measurement theory step by step, with chapters on scale construction, evaluation, maintenance, and use. Points are illustrated and techniques are demonstrated through an extended example: The Food Insecurity Experience (FIE) Scale. The Rasch analyses in the book are run using the Facets computer program. Facets syntax, and R code for the ERMA program created by the authors to obtain parameter estimates and to examine model-data fit, together with sample data sets are all available on a website for the book.

THE FORMATIVE TENDENCY I have often pointed out that in my work with individuals in therapy, and in my experience in encounter groups, I have been led to the con viction that human nature is essentially constructive. When, in a ther apeutic climate (which can be objectively defined) a person becomes sharply aware of more of his or her internal experiencing and of the stimuli and demands from the external world, thus acquiring a full range of options, the person tends to move in the direction of becoming a socially constructive organism. But many are critical of this point of view. Why should such a positive direction be observed only in humans? Isn't this just pure op- . . ? timi sm. So quite hesitantly, because I have to draw on the work and thinking of others rather than on my own experience, I should like to try to set this directional tendency in a much broader context. I shall draw on my general reading in the field of science, but I should like to mention a special indebtedness to the work of Lancelot Whyte in The Universe of Experience (Harper and Row, 1974), the last book he wrote before his death. Though the book has flaws, in my judgment this historian has some thought-provoking themes to advance. I have learned from many others as well."

Missing data affect nearly every discipline by complicating the statistical analysis of collected data. But since the 1990s, there have been important developments in the statistical methodology for handling missing data. Written by renowned statisticians in this area, Handbook of Missing Data Methodology presents many methodological advances and the latest applications of missing data methods in empirical research. Divided into six parts, the handbook begins by establishing notation and terminology. It reviews the general taxonomy of missing data mechanisms and their implications for analysis and offers a historical perspective on early methods for handling missing data. The following three parts cover various inference paradigms when data are missing, including likelihood and Bayesian methods; semi-parametric methods, with particular emphasis on inverse probability weighting; and multiple imputation methods. The next part of the book focuses on a range of approaches that assess the sensitivity of inferences to alternative, routinely non-verifiable assumptions about the missing data process. The final part discusses special topics, such as missing data in clinical trials and sample surveys as well as approaches to model diagnostics in the missing data setting. In each part, an introduction provides useful background material and an overview to set the stage for subsequent chapters. Covering both established and emerging methodologies for missing data, this book sets the scene for future research. It provides the framework for readers to delve into research and practical applications of missing data methods.

The Stirling Psychology of Language Conference was held in the University of Stirling, 21-26 June 1976. 250 people attended the conference and 70 papers were presented. The two volumes of Pro ceedings present a selection of papers from the conference reflect ing as far as possible the range of topics that were discussed. Volume 1 is concerned exclusively with language acquisition. In recent years the 'centre of gravity' of acquisition research has shifted from syntactic and phonological description to the amor phous domains of semantics and pragmatics. This shift is reflected in the two large sections (II and III) devoted to these aspects of language development. In addition the volume contains three smaller sections dealing with general problems of acquisition theory, syntax and the development of comprehension, and applied developmental psycholinguistics. Volume 2 contains a substantial section of papers which stress the formal aspects of psycholinguistics: these include papers in which artificial intelligence figures prominently, papers which apply re cent developments in syntax and semantics to psycholinguistic prob lems, and papers that are broadly critical of the use psychologists have made of linguistic theories. Volume 2 also contains a section dealing with the experimental study of sentence comprehension and production, and there is a final section concerned with phonology and its development."

This is the first of a two-volume work in the Annals series devoted to developmental psychology. The project was originally conceived in 1985 when Paul van Geert, who had just completed his Theory building in developmental psychology (North Holland, 1986), agreed to col laborate on anAnnals volume examining foundational issues pertaining to the concept of development. The project attracted considerable interest and, in view of the length of the resulting manuscript, a decision was made to publish it in two volumes. Fortunately, the contributors provided coherent perspectives on two relatively distinct developmen tal themes which served to facilitate our task of dividing their contribu tions into two volumes. The first volume deals with the foundations of developmental theory and methodology; the second volume -to appear as Volume 8 of the Annals -with theoretical issues in developmental psychology. In this first volume, the contributions by Willis Overton and Joachim Wohlwill were completed in 1988, those by Roger Dixon, Richard Lerner, and David Hultsch, and Paul van Geert in 1989. Commentaries followed quickly and replies to commentaries were completed in 1990. Paul van Geert provides a general framework within which the founda tional issues of development are discussed. He is especially concerned with the nature of transition models and the structure of time in developmental theory. The relationship between methods and framework, or theory, is the topic of Joachim Wohlwill's contribution."

This book provides a detailed examination of argumentative interactions in families with young children during mealtimes. It explores both the restrictions and the opportunities family mealtimes present and the types of issues addressed through argumentative discussions. Antonio Bova puts forward an in depth analysis of how both parents and children contribute to the inception and development of an argumentative discussion, and the categories of argument adopted most often by the two groups. Drawing upon a wealth of qualitative data from the recorded mealtime conversations of Italian and Swiss-Italian middle-class families, the author examines the crucial importance of argumentative interactions between parents and children during mealtimes. This book builds on recent advances in the study of the psychology of social interaction and sheds new light on the importance of argumentation at all stages of life.

This volumeis a unique contribution to the exploration of a new perspective in the study of well-being, which tries to overcome the quantification bias by creating an account of 'the good life' in a specific place. Rather than numbers, this research focuses on local narratives, emphasising the urgent need to include a wider range of methodological approaches when engaging with well-being.

Thevolume demonstrates through the Bolivian case study the value of qualitative research for well-being studies. It shows the potential to integrate predominant quantitative data with qualitative outcomes, such as those emerging through ethnography. It is aimed at academics, researchers and students in well-being/quality of life studies, as well as audiences in the non-profit, governmental and policy in the non-profit, governmental and policy sectors. The book provides new perspectives in achieving better indicators of well-being and quality-of-life. "

The present volume is a continuation of Volume 8 in the Annals series. Together Volumes 8 and 9 are intended to show the contribu- tion of history to theory in psychology. The reader is referred to the Introduction by Hans Rappard and Pieter van Strien, and the Preface in Volume 8 that serve as a prelude to the papers included in both volumes. Volume 8 includes three major papers: Psychological objects, practice, and history by Kurt Danziger, with commentaries by Mitchell Ash, Franz Samelson, and John Mills; History and the psychological imagination by Irmingard Staeuble, with commentar- ies by Carl Graumann and Roger Smith; and The historical practice of theory construction by Pieter 1. van Strien, with commentaries by Helmut Luck, Kenneth Gergen, and Ian Lubek. Similarly, the present volume includes three major papers and ten commentaries. In preparation of this volume and its companion, Volume 8, we gratefully acknowledge the assistance of Valerie Welch who entered the text, and Casey Boodt who proofread the text and prepared the indexes. Leendert P. Mos and William J. Baker June, 1993 vii Contents Chapter 1. History and system ...* ...* ...1 ...Hans V Rappard Psychology as its history . ..*...**...*. *...*. . 41 Daniel N. Robinson Theoretical psychology, systematology, and phenomenological variation...* ...47 . Eckart Scheerer Systematization and history...* * ...63 K. B. Madsen Towards the remarriage of theoretical psychology and psychology: Reply to commentators...67 Hans V Rappard Chapter 2.

Description of time series, measurement, model building, and network methods for person-specific analysis Discussion of the statistical methods in the context of human research Empirical and simulated data examples used throughout the book R code for analyses provided as an online supplement Recorded lectures accompany each chapter

The field of health psychology has exploded in the last decade due to progress identifying physiological mechanisms by which psychological, social, and behavioral factors can put people's health and well-being at risk. The Handbook of Physiological Research Methods in Health Psychology provides thorough, state-of-the-art, and user-friendly coverage of basic techniques for measurement of physiological variables in health psychology research. It is designed to serve as a primary reference source for researchers and students interested in expanding their research to consider a biopsychosocial approach. Chapters addressing key physiological measures have been written by international experts with an eye towards documenting essential information that must be considered in order to accurately and reliably measure biological samples. The book is not intended to be a lab manual of specific biomedical techniques, nor is it intended to provide extensive physiological or anatomical information. Rather, it takes the approach most useful for a non-specialist who seeks guidance on how and when to collect biological measures but who will have the actual samples assayed elsewhere. The Handbook can be thought of as a primer or a gateway book for researchers new to the area of physiological measurement and for readers who would like to better understand the meaning of physiological measures they encounter in research reports.

With over two decades of classroom experience, Michael Passer knows how to guide students through the ins and outs of research methods. In this remarkable text, Passer's experience leads to chapters filled with clear explanations, resonant examples, and contemporary research from across the breadth of modern psychology, all while anticipating common questions and misunderstandings. The new edition has been fully updated to reflect the latest APA style guidelines, as well as the updated APA Code of Conduct and ethical principles. It features full-page infographics summarizing key concepts and fully updated research. It can be packaged FREE with Worth Publishers' LaunchPad Solo for Research Methods-the ideal online component for the text, featuring videos and activities that put students in the role of either experimenter or research subject.

*Comprehensive introduction to DBR as a method for maximizing collaboration between researchers and school-based practitioners. *Presents applications across grade levels and content areas (language arts, science, and math), including international examples. *Special topics include supporting digital literacies, designing assessment tools, and DBR with second-language learners. *Shows the relevance of DBR for instructional innovations as well as teacher preparation, professional development, and graduate dissertations. *Of particular interest in the U.S., Canada, the U.K., Finland, and the Netherlands.

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e.g., logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series."

ALOIS ANGLEITNER and JERRY S. WIGGINS The personality questionnaire has been with us for more than 60 years. It has been, and still is, the most popular method of personality assessment and it no doubt will continue to be so. The method has been sharply criticized since its inception (e. g. , Allport, 1921; Watson, 1933; Ellis, 1946; Janke, 1973), and this criticism is also likely to continue. The long-standing indifference of test con structors to criticisms of their craft is brought home by noting the similarities between objections raised many years ago and those that are offered today (Gynther & Green, 1982). Within this context, one might well ask why a book on personality questionnaires should appear at this time. Despite the centrality of the personality questionnaire to personality as sessment, there are, to our knowledge, no recent books on the general topic of personality questionnaires. There are of course books on specific instru ments (e. g. , Dahlstrom, Welsh & Dahlstrom, 1972, 1975), books on interpre tation of specific instruments (e. g. , Comrey, 1980), and books on specific is sues such as response styles (e. g. , Block, 1965). Although not specifically focused on personality questionnaires, Bass and Berg's (1959) Objective Ap proaches to Personality Assessment dealt with a number of issues that are cen tral to questionnaires.

Progress in understanding humor and developing a comprehensive, testable theory of humor has been slow in coming. Fortunately, we do not need to have at our command a thorough understanding of a phenomenon in order to make use of it. In Volume II, Applied Studies, of the Handbook of Humor Research, there is a movement away from theoretical issues that lay beneath humor and laughter as biological, psychological, and social acts. Rather than attempting to deal with the dynamics of humor-with why a particular situation or object elicits laughter-the chapters in Volume II explore humor and laughter as behaviors that are correlated with and have effects upon a great many other realms of social and psychological life. In this volume we explore the uses and consequences of humor. Joel Goodman is one of only a handful of individuals who teaches the development of humor, not for purposes of entertainment, but for the enhancement of human relationships. He has taught humor techniques to business executives and rank and file workers, teachers, medical and mental health practitioners, and government employees. In recognizing that humor is an important form of social communication, Goodman focuses on making conscious the often unthinking use of humor. What does a card-carrying comedian think of humor? More than you may have supposed. In Chapter 2, Stanley Myron Handelman likens humor to religion, a set of beliefs and a foundation for interpreting the cosmos.

The United Nations' designation of 1979 as the International Year of the Child marked the first global effort undertaken to heighten awareness of the special needs of children. Activities initiated during this special year were designed to promote purposive and collaborative actions for the benefit of children throughout the world. Michigan State University's celebration of the International Year of the Child was held from Septem ber 1979 through June 1980. A variety of activities focused attention on the multiplicity of factors affecting the welfare of today's children as well as the children of the future. Many people involved with the university were concerned that benefits to children continue beyond the official time allocated to the celebration. The series Child Nurturance is one response to this concern. The first five volumes of Child Nurturance reflect directly the activities held on the Michigan State University campus and consist of original contributions from guest speakers and invited contributors. Subsequent biennial volumes will present original contributions from individuals representing such fields as anthropology, biology, education, human ecology, psychology, philosophy, sociology, and medicine. We hope the material presented in these volumes will promote greater understanding of children and encourage interdisciplinary inquiry into the individual, family, societal and cultural variables which influence their welfare and development. We would . like to express both our thanks and our admiration for who not only typed the camera-ready copy for each of Margaret Burritt the volumes, but also served as general manager of the entire project."

The Collective Unconscious in the Age of Neuroscience brings the connection between C. G. Jung's theory of a collective unconscious, neuroscience, and personal experiences of severe mental illness to life. Hallie B. Durchslag uses narrative analysis to examine four autobiographical accounts of mental illness, including her own, and illuminate the interplay between psychic material and human physiology that Jung intuited to exist. Durchslag's unique study considers the links between expressions of the collective unconscious, such as myth, fairy tales, folk tales, and 'big dreams', and the experiences of those diagnosed with severe mental illnesses, such as schizophrenia and bipolar I disorder. The author's personal narrative account of a psychotic episode is at its heart, bringing both an intimate foundation and exceptional insight to the book. With reference to neuroscientific and genetic research throughout, The Collective Unconscious in the Age of Neuroscience highlights gaps in depth psychological notions of etiology and treatment, highlights patterns of collective material in the qualitative experience of these genetic and biological disorders, and explores how the efficacy of pharmacological treatment sheds light on Jung's theoretical model. The Collective Unconscious in the Age of Neuroscience will be essential reading for academics and students of Jungian and post-Jungian studies, consciousness, neuroscience and mental health. It will also provide unique insight for analytical psychologists interested in severe mental illness and the collective unconscious.

The question of whether someone is psychologically healthy or mentally ill, and the fundamental nature of mental health underlying that question has been debated in cultural, academic, and clinical settings for millennia. This book provides an overview of how people have conceptualized and understood mental illness through the ages. The book begins by looking at mental illness in humanity's evolutionary past then moves through the major historical epochs: the mythological, the Classical, the Middle Ages, the Renaissance, the Enlightenment, and modern, and the postmodern. At each point, it focuses on major elements that emerged regarding how people judged sanity and insanity and places major emphasis on the growing fields of psychiatry and psychology as they emerged and developed. As the book moves into the twenty-first century, Dr. Jenkins presents his integrated model of knowledge, a systemic, holistic model of the psyche that creates a conceptual foundation for understanding both psychological wellness and disorder and approaching assessment and diagnosis. This text provides a valuable exploration of mental health and illness across the ages and gives those already well versed in the subject matter a fresh perspective on the past and new model of knowledge and assessment for the future.

The major portion of the investigations described in the present volume would never have been undertaken without the generous support of the Deutsche Forschungsgemeinschaft (German Research Society). During my professorship at the University of Marburg, I could not have carried on with my work in the psychology of language had it not been for the aid offered by this institution. Since these experimental investigations constitute the empirical backbone of the entire argument, I feel especially indebted to the Society. My warm thanks are also extended to the over two thousand subjects whose willing cooperation enabled my associates and myself to collect the body of data reported in these pages. I would like to thank the many parents, teachers, and school principals whose good will and collaboration were the prerequisites for conducting many of our experiments. The book also incorporates valuable contributions by my associates, insofar as my ideas and arguments bear the imprint of our joint work and discussion, to an extent that makes an accurate acknowledgement of each inspiration next to impossi ble. Giving them due credit, I would like to thank my assistants, the graduating students, and the student-aides back in Marburg and more recently in Mannheim."

Without question, statistics is one of the most challenging courses for students in the social and behavioral sciences. Enrolling in their first statistics course, students are often apprehensive or extremely anxious toward the subject matter. And while IBM SPSS is one of the more easy-to-use statistical software programs available, for anxious students who realize they not only have to learn statistics but also new software, the task can seem insurmountable. Keenly aware of students' anxiety with statistics (and the fact that this anxiety can affect performance), Ronald D. Yockey has written SPSS Demystified: A Simple Guide and Reference, now in its fourth edition. Through a comprehensive, step-by-step approach, this text is consistently and specifically designed to both alleviate anxiety toward the subject matter and build a successful experience analyzing data in SPSS. Topics covered in the text are appropriate for most introductory and intermediate statistics and research methods courses. Key features of the text: Step-by-step instruction and screenshots Designed to be hands-on with the user performing the analyses alongside on their computer as they read through each chapter Call-out boxes provided, highlighting important information as appropriate SPSS output explained, with written results provided using the popular, widely recognized APA format End-of-chapter exercises included, allowing for additional practice SPSS datasets available on the publisher's website New to the Fourth Edition: Fully updated to SPSS 28 Updated screenshots in full color to reflect changes in SPSS software system (version 28) Exercises updated with up-to-date examples Exact p-values provided (consist with APA recommendations)

Im beruflichen Alltag sind wir immer wieder mit Konflikten konfrontiert. Dieses Buch stellt anhand zahlreicher Praxisbeispiele dar, wie Konflikte in Unternehmen traditionell gehandhabt werden und welche komplementaren Formen der Konfliktbearbeitung es gibt. Stephan Proksch erlautert diese innovativen Methoden und stellt ihre Einsatzmoglichkeiten nachvollziehbar dar. Die Mediation wird als wirkungsvolle Form der Konfliktlosung ins Zentrum der Betrachtung gestellt. Gesprachs- und Fragetechniken als Werkzeuge des Konfliktmanagers werden leicht verstandlich erklart.

Die 2. Auflage ist komplett uberarbeitet und um das Kapitel Konfliktpravention sowie das Thema Konfliktanalyse erganzt. "