Children's display of unacceptable behavior in the school setting, school violence, academic underachievement, and school failure represent a cluster of problems that touches all aspects of society. Children with learning and behavior problems are much more likely to be un- ployed, exhibit significant emotional and behavior disorders in adulthood, as well as become incarcerated. For example, by adolescence, children with Attention Deficit Hyperactivity D- order are more likely to be retained a grade, drop out of school, have contact with the law, or fair worse along a number of dimensions than their unaffected siblings (Barkely, 1998). Identification, assessment, and treatment of children with externalizing behavior problems and learningdisabilities is critical to optimizing development and prevention of relatively - tractable behavioral and emotional problems in adulthood. For example, poor interpersonal problem solving and social skills excesses and deficits are strongly associated with poor o- come in adolescence and adulthood. The school is where children learn essential academic, social, and impulse control skills that allow them to function effectively in later years. School is where problems in these areas can be most easily identified and addressed. The purpose of this book is to provide an overview of assessment practices for evaluating children's externalizing behavior problems exhibited in the school environment. Reviews of approximately 100 assessment devices for measuring children's externalizing problems are included. Instruments include structured interviews, rating scales, and observational methods.

In this original text/reference, Bela H. Banathy discusses a broad range of design approaches, models, methods, and tools, together with the theoretical and philosophical bases of social systems design. he explores the existing knowledge bases of systems design; introduces and integrates concepts from other fields that contribute to design thinking and practice; and thoroughly explains how competence in social systems design empowers people to direct their progress and create a truly participative democracy. Based on advanced learning theory and practice, the text's material is enhanced by helpful diagrams that illustrate novel concepts and problem sets that allow readers to apply these concepts.

Many issues remain unresolved in sexuality. In some cases this is because the infor mation is not available to resolve them. In others it is, but the available conclusions the information supports block its acceptance, because they conflict with the posi tions of dominant groups in the politics of sexuality. Possibly the most obvious example is the determination of many theorists to ignore the evidence that while men rarely report being sexually assaulted, when questioned in community surveys, they make up a third of the victims, and a quarter of the perpetrators of sexual assault are women. These findings are incompatible with the feminist theory that sexual assault is not a sexual act, but normal male behavior motivated politically, to maintain men's dominance of women. Most research supporting the theory investigated women only as victims and men only as aggressors. Some feminists have dismissed the need for any research to support their beliefs on the ground that such research is "busy work" establishing what women already know. One belief considered not to require re search is that heterosexual pornography made for a male audience increases the prevalence of rape by encouraging rape-supportive attitudes of male aggression and female submission. No criticism has been directed at the soft-core pornography of "Mills and Boon" stories written for women that promote similar attitudes.

For a long time I have wanted to put together a book about sodal and evaluation anxiety. Sodal-evaluation anxiety seemed to be a stressful part of so many people's everyday experience. It also seemed to be apart of so many of the clinical problems that I worked with. Common terms that fit under this rubric include fears of rejection, humiliation, critidsm, embarrassment, ridicule, failure, and abandonment. Examples of sodal and evaluation anxiety include shyness; sodal inhibition; sodal timidity; public speaking anxiety; feelings of self-consdousness and awkwardness in sodal situations; test anxiety; perfor mance anxiety in sports, theater, dance, or music; shame; guilt; separation anx iety; sodal withdrawal; procrastination; and fear of job interviews or job evalua tions, of asking someone out, of not making a good impression, or of appearing stupid, foolish, or physically unattractive. In its extreme form, sodal anxiety is a behavior disorder in its own right sodal phobia. This involves not only feelings of anxiety but also avoidance and withdrawal from sodal situations in which scrutiny and negative evaluation are antidpated. Sodal-evaluation anxiety also plays a role in other clinical disorders. For example, people with agoraphobia are afraid of having a panic attack in public in part because they fear making a spectacle of themselves. Moreover, even their dominant terrors of going crazy or having a heart attack seem to reflect a central concern with sodal abandonment and isolation."

Experts from academia, clinical settings, and the business world pool their knowledge about work injury prevention and management in the new Sourcebook of Occupational Rehabilitation. The 22 contributions in this wide-ranging reference address aspects of the three primary areas of service delivery: prevention, assessment, and rehabilitation. The text takes a multidisciplinary viewpoint toward its subject in order to shed light on the mechanisms and management of work-related disorders. It boasts a wealth of current and in-depth information, and takes a practical 'applications approach' to rehabilitation

Procrastination is a fascinating, highly complex human phenomenon for which the time has come for systematic theoretical and therapeutic effort. The present volume reflects this effort. It was a labor of love to read this scholarly, timely book-the first of its kind on the topic. It was especially encouraging to find that its authors are remarkably free of the phenomenon they have been investigating. One might have expected the opposite. It has often been argued that people select topics that trouble them and come to understand their problems better by studying or treating them in others. This does not appear to be true of the procrastination researchers represented in this book. I base this conclusion on two simple observations. First, the work is replete with recent refer ences and the book itself has reached the reader scarcely a year following its completion. Second, when one considers the remarkable pace of pro grammatic research by these contributors during the past decade, it is clear that they are at the healthy end of the procrastination continuum. The fascinating history of the term procrastination is well documented in this book. The term continues to conjure up contrasting, eloquent images-especially for poets. When Edward Young wrote in 1742, "Pro crastination is the Thief of Time," he was condemning the waste of the most precious of human commodities.

Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents."

Here is a practical reference offering mental health professionals 16 state-of-the-art methods for treating a variety of problems presented by outpatient and inpatient adult clients. Supported by ample clinical illustrations, each chapter offers sufficient information so that the respective methods can be replicated. Problems include obsessive-compulsive disorder, depression, schizophrenia, and obesity. The book also examines contemporary issues of accountability in treatment. This handbook meets the needs of psychologists, psychiatrists, counselors, social workers, rehabilitation specialists, and graduate students.

An important component of Division TEACCH's mandate from the Department of Psychiatry of the University of North Carolina School of Medicine and the North Carolina State Legislature is to conduct research aimed toward improving the understanding of developmental disabilities such as autism and to train the professionals who will be needed to work with this challenging population. An important mechanism to help meet these goals is our annual conference on topics of special importance for the understanding and treatment of autism and related disorders. As with the preceding books in this series entitled Current Issues in Autism, this most recent volume is based on one of these conferences. The books are not, however, simply published proceedings of conference papers. Instead, cer tain conference participants were asked to develop chapters around their pres entations, and other national and intemational experts whose work is beyond the scope of the conference but related to the conference theme were asked to contribute manuscripts as weil. These volumes are intended to provide the most current knowledge and professional practice available to us at this time."

This volume is about shyness: its definitions and conceptualization as a psy chological construct, research on its causes and consequences, methods for meas uring shyness, strategies for alleviating the unpleasant experiences associated with shyness, and its connection to other forms of social anxiety and inhibition. the book together was to provide a resource for The principal goal in putting psychologists from several subdisciplines, most notably social, personality, clin ical, and development13-l psychology, in addition to social scientists from other disciplines. We do riot assume that these chapters, considered collectively or individually, provide answers to every conceivable issue with respect to shyness. Rather, we hope that the book will serve to integrate what is known about shyness on the basis of current research and theorizing and to provide both directions and impetus for continued research, theoretical evolution, and improved techniques of assessment and intervention. But one might ask, why another book on shyness? In particular, why a book at this time given the recent appearance of other books on the topic and in view of the extensive literature on related topics such as introversion and anxiety-topics that would seem to compete with shyness for the same concep tual space? Our decision to edit this volume was prompted by several consid erations, some practical, others more substantive in nature."

Designed to advance understanding of the unique needs of high-functioning individuals with autism, this volume details the latest diagnostic and treatment approaches and analyzes the current conceptions of the neurological processes involved in autism.

This is a book that grew out of frustration. The frustration was rooted in our failed attempts to help people modify health-related behavior. From a behavioral medicine perspective, it was readily apparent to us that there were many things people could do to improve their health. Some of these were preventive behaviors, whereas others were much more therapeutic or rehabilitative in nature. Put another way, there were specific well-known behavioral strategies that people could use to maintain or regain their good health. Yet despite our good intentions, enthusiasm, and considerable efforts, something was wrong. People dropped out of therapy or failed to follow behavioral prescriptions. Workshops and clinics were half-empty. If people would attend workshops or follow therapeutic programs, their health would benefit. Yet in our experience and in the experience of most of our colleagues, compliance to treatment programs was a major problem. Faced with such a situation, it is easy to blame the victim-in this case the client. It is common to hear therapists talk of poorly motivated clients, complain that people are just not interested in improving their health, or even speculate about people's self-destructive tendencies. Although this may be comforting to the thera pist, it does very little to solve the problem. What was needed was an approach to improve adherence to therapeutic programs rather than comforting excuses for their failure. It is in this context that we became exposed to the area of social marketing."

Despite medical technological advances, the major killers with which we must currently contend have remained essentially the same for the past few decades. Stroke, cancer, and heart disease together account for the vast majority of deaths in the United States. In addition, due to improved medical care, many Americans who would previously have died now survive these disorders, necessitating that they receive appropriate rehabilitation efforts. One result of our own medical advances is that we must now accept the high costs associated with providing quality care to individuals who develop one of these problems, and we must avail ourselves to assist of afflicted individuals. families Despite the relative stability of causes of death and disability, the health-care field is currently experiencing tremendous pressures, both from professionals with in the field, who desire more and better technology than is currently available, and from the public and other payers of health care (e.g., insurance companies), who seek an end to increasing health-care costs. These pressures, along with an increased emphasis on providing evidence of cost-effectiveness and quality assurance, are substantially changing the way that health-care professionals perform their jobs.

In this book we have attempted to confront a number of issues that are intimately related to the theoretical basis of behavior therapy. We believe that behavior therapy is an extremely efficient procedure for the treatment of neurotic disorders; that it is based on certain principles derived from learning theory; and that it is unique in using basic scientific principles in psychology in the service of applied and practical ends. We believe that we are here dealing with much more than the advantageous use of serendipitous borrowings from nonexistent principles, the cookbook collection of precepts, methods, and working rules that happen to have lasting effects. We also believe that there is truly a general principle unde. rlying behavior therapy, rather than a varied mass of nonintegrated therapies that have little in common other than a name. These beliefs are often contes ted, but usually those who oppose them do so on the basis of misconceptions and misunderstandings that indicate a lack of knowledge of fundamental facts. It is the purpose of this book to remove these misconceptions and misunderstandings, and to bring up to date our knowledge in certain fundamental areas of learning theory, behavior therapy, and the biological foundations of per sonality and individual differences. There are three major groups of misconceptions and misunderstandings. The first of these relates to beliefs held by many psychiatrists and cognitive psychologists relating to behavior therapy."

This book could not have been conceptualized or published 20 years ago. Indeed, it is doubtful that we could have organized the material for this handbook 10 years ago. Over the last 20 years, however, the painstaking efforts of many clinical researchers working with a variety of resistive psychopathologies have resulted in specific psychotherapies and pharmacotherapies that are effective with a significant propor tion of patients, at least for some of the disorders. Much clinical research remains to be carried out in the forthcoming decades. But now that we are nearing the 21st century, at least some statement about efficacy can be made. In 1967, Gordon Paul succinctly stated that the ultimate goal of treatment outcome research is to determine "What treatment, by whom, is most effective for this individual with that specific problem, and under which set of circumstances" (p. 111). At that time, empirical evaluations of psychosocial and pharmacologic treatments were few and far between. Methodological strategies for determining treatment effectiveness were also in the formative stage, as exemplified by introduc tion of control groups that received inactive interventions (i. e. , placebo) and the relatively recent practice of comparing two or more treatments in addition to placebo. In the almost three decades since Paul's oft-quoted dictum, both the quantity and the quality of treatment outcome research with adults have increased dramati cally.

From the President ofthe Research Society onAlcoholism - On behalf of the Research Society on Alcoholism I welcome the important contri bution that Volume 15 of this excellent series on Recent Developments in Alcoh- ism brings to our field. It is not enough for our scientists to develop effective and efficient methods to identify and treat alcohol abuse and alcohol dependence; the availability of these services is often limited and it is certainly nonexistent for the early problem drinker. In nineteen outstanding chapters, Volume 15 deals with organizational issues concerning access to and delivery of substance abuse treatment and the role of managed care. Several chapters deal with economic issues, cost-benefits, and - nancing of these services. Lastly, five address recent treatment outcome studies. Thus, this volume will be of great value to both scientists and practitioners. The Editor and Associate Editors are congratulated for this conceptual and organi- tional accomplishment. Yedy Israel, Ph.D.

This multiauthored textbook is directed to the psychiatric resident and other professionals who are interested in the issues, strategies, and methods of psychiatric research. Although the field of psychiatry has not attained the scientific rigor and clinical sophistication of some of its sister disciplines in the medical arena, considerable progress has been made in the last decade or two, and a full understanding of the types of articles that now appear in such publications as the American Journal of Psychiatry, the Archives of General Psychi atry, and the Journal of the American Academy of Child and Adolescent Psychiatry requires a fair amount of knowledge about research design and strategy. Whereas articles in psychiatric journals 20 years ago dealt mainly with psycho dynamic topics and utilized nonexperimental observations, today their counter parts are concerned mostly with psychobiology, clinical features, diagnosis, and treatment, and employ scientific experimental designs. The trend of applying scientific methodology to research in psychiatry is increasing and undoubtedly will continue to do so in the future.

Mediation, as a procedure to assist couples in dealing with the problems incident to their separation and divorce, is still relatively new in the United States. For the would-be practitioner, that poses certain problems. Divorce mediation cannot provide a long history of generally accepted procedures. Nor is there even a body of information to which would-be practitioners can turn for instruction or guidance. And, of course, there are no established schools that can train or prepare a practitioner to do this work. To make matters worse, the situation is likely to remain in this state for some time to come. Given this fact, it was felt that it would be useful for practitioners (even for those already engaged in divorce mediation) to have a handbook which would trace a typical mediation from its inception to its conclusion and which would provide them with the substantive informa tion they need to know in order to do divorce mediation. It is hoped that this handbook will fill this need. Having said that, however, it must be acknowledged that the purpose of this book is very much beyond that. Until now, divorce mediation in the United States has been shaped principally by such books as O. J. Coogler's Structured Mediation in Divorce Settlements: A Handbook for Marital Mediators, 1 and John Haynes' Divorce Mediation: 2 A Practical Guide for Therapists and Counselors."

Although we speak of "the elderly" as if there were one body of people with common characteristics, older adults are more heterogeneous than any other popu lation. People over the age of 65 are also the fastest-growing segment of the population in the United States, currently numbering 25 million. The majority of older adults reside in their communities; a small fraction of them are cared for in institutions. Most may expect to experience some kind of physical impairment. Approximately a quarter of the population may expect to suffer amental health impairment. While traditional therapies have not been especially effective for older adults, behavior therapy has shown exceptional promise as a treatment modality. This book presents a comprehensive explication of the relatively new field of behavioral gerontology. It was written for the clinician interested in the interaction of medical, environmental, and psychological variables and their effects on treatment of elderly clients and for the researcher who will be looking to extend knowledge about interventions with this population. It will be useful for the graduate student in clinical psychology, as weIl as the experienced clinician, who will want to include the elderly in his or her therapeutic population."

Social development over one's lifetime is a complex area that has received consider able attention in the psychological, social-psychological, and sociological literature over the years. Surprisingl~ however, since 1969, when Rand McNally published Goslin's Handbook of Socialization, no comprehensive statement of the field has appeared in book form. Given the impressive data in this area that have been adduced over the last two decades, we trust that our handbook will serve to fill that gap. In this volume we have followed a lifespan perspective, starting with the social interactions that transpire in the earliest development stages and progressing through childhood, adolescence, adulthood, and, finall~ one's senior years. In so doing we cover a variety of issues in depth. The book contains 21 chapters and is divided into five parts: I, Theoretical Perspectives; II, Infants and Toddlers; ill, Children and Adolescents; Iv, Adults; and V, The Elderly. Each of the parts begins with introductory material that reviews the overall issues to be considered. Many individuals have contributed to the final production of this handbook. Foremost are our eminent contributors, who graciously agreed to share with us their expertise. We also thank our administrative and technical staff for their assistance in carrying out the day-to-day tasks necessary to complete such a project. Finall~ we thank Eliot Werner, Executive Editor at Plenum, for his willingness to publish and for his tolerance for the delays inevitable in the development of a large handbook.

Dynamic psychotherapy research has become revitalized, especially in the last three decades. This major study by Sidney Blatt, Richard Ford, and their associates evaluates long-term intensive treatment (hospital ization and 4-times-a-week psychotherapy) of very disturbed patients at the Austen Riggs Center. The center provides a felicitous setting for recovery-beautiful buildings on lovely wooded grounds just off the quiet main street of the New England town of Stockbridge, Massa chusetts. The center, which has been headed in succession by such capable leaders as Robert Knight, Otto Will, Daniel Schwartz, and now Edward Shapiro, has been well known for decades for its type of inten sive hospitalization and psychotherapy. Included in its staff have been such illustrious contributors as Erik Erikson, David Rapaport, George Klein, and Margaret Brenman. The Rapaport-Klein study group has been meeting there yearly since Rapaport's death in 1960. Although the center is a long-term care treatment facility, it remains successful and solvent even in these days of increasingly short-term treatment. Sidney Blatt, Professor of Psychology and Psychiatry at Yale Univer sity, and Richard Ford of the Austen Riggs Center, and their associates assembled a sample of 90 patients who had been in long-term treatment and who had been given (initially and at 15 months) a set of psychologi cal tests, including the Rorschach, the Thematic Apperception Test, a form of the Wechsler Intelligence Test, and the Human Figure Drawings.

Reknowned authorities offer the first international handbook on anxiety and phobic disorders in children and adolescents. Using DSM-IV and ICD classifications, this comprehensive and up-to-date volume addresses issues related to diagnostic classification, epidemiolgy, etiology, assessment, and treatment. With its case studies, this volume makes a practical reference for clinicians, researchers, and students.

Focusing on patients with severe impairments, including mixed and multiple diagnoses, this volume describes how behavior therapy fits into the clinical environment. Psychiatrists, medical clinicians, and residents will appreciate the in-depth coverage of a broad range of difficult issues.

Researchers who were influenced by Dr. Nelson Butters contribute articles to this volume to honor him and his thirty-year career. Their contributions reflect how Dr. Butters impacted their current work and offer an historical account of research theory and paradigmatic shifts within the field of cognitive neuropsychology. Researchers, clinicians, and students working in the neurosciences will appreciate this volume.

This is Robert Fried's third book on the crucial role of breathing and hyperventilation in our emotional and physical health. The first, The Hyperventilation Syndrome (1987), was a scholarly monograph, and the second, The Breath Connection (1990a), was a popular version for the lay reader. This book combines the best features of both and extends Dr. Fried's seminal work to protocols for clinical psychophysiology and psy chiatry. Hoping to avoid misunderstanding, he has taken systematic care to introduce relevant electrical, physiological, and psychological concepts in operational language for the widest possible professional audience. Any clinician not thoroughly experienced in respiratory psycho physiology and biofeedback will leave these pages with profound new insight and direction into an aspect of our liveswhich we innocently take for granted as "common sense"-the role of breathing in health and illness. Einstein viewed such common sense as "that set of prejudices we acquired prior to the age of eighteen." I am impressed that Dr. Fried mirrors Einstein's uncanny genius in not accepting the obvious breathing is not "common sense" but, rather, is a pivotal psycho physiological mechanism underlying all aspects of life."