Blockaden, die mit Coaching geloest werden sollen, sind haufig die Folge traumatischer Erfahrungen eines Menschen oder seiner Vorfahren. Anhand bildhafter Modelle erschliesst sich dem Leser die vielschichtige Seelenlandschaft sowie deren Gesetzmassigkeiten. Das Buch entschlusselt Traumata als Grundbauelemente der Seele und folgt ihnen zu ihren Ursprungen zuruck: den Existenziellen Grenzerfahrungen und ihrem gemeinsamen Nenner, der seelischen Spaltung. Diese wirkt aus dem Unbewussten auf alle Lebensbereiche und ist mit dem Bewusstsein arbeitenden herkoemmlichen Methoden daher nicht erreichbar. Der hier vorgestellte integrative Ansatz stellt Mittel und Wege zur Verfugung, die die Moeglichkeiten von Coaching wesentlich erweitern.

This book evolved from lectures, courses and workshops on missing data and small-area estimation that I presented during my tenure as the ?rst C- pion Fellow (2000-2002). For the Fellowship I proposed these two topics as areas in which the academic statistics could contribute to the development of government statistics, in exchange for access to the operational details and background that would inform the direction and sharpen the focus of a- demic research. After a few years of involvement, I have come to realise that the separation of 'academic' and 'industrial' statistics is not well suited to either party, and their integration is the key to progress in both branches. Most of the work on this monograph was done while I was a visiting l- turer at Massey University, Palmerston North, New Zealand. The hospitality and stimulating academic environment of their Institute of Information S- ence and Technology is gratefully acknowledged. I could not name all those who commented on my lecture notes and on the presentations themselves; apart from them, I want to thank the organisers and silent attendees of all the events, and, with a modicum of reluctance, the 'grey ?gures' who kept inquiring whether I was any nearer the completion of whatever stage I had been foolish enough to attach a date.

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."

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.

This is the first book of its kind to include the personal accounts of people who have survived injury to the brain, along with professional therapists' reports of their progress through rehabilitation. The paintings and stories of survivors combine with experts' discussions of the theory and practice of brain injury rehabilitation to illustrate the ups and downs that survivors encounter in their journey from pre-injury status to insult and post-injury rehabilitation. Wilson, Winegardner and Ashworth's focus on the survivors' perspective shows how rehabilitation is an interactive process between people with brain injury, health care staff, and others, and gives the survivors the chance to tell their own stories of life before their injury, the nature of the insult, their early treatment, and subsequent rehabilitation. Presenting practical approaches to help survivors of brain injury achieve functionally relevant and meaningful goals, Life After Brain Injury: Survivors' Stories will help all those working in rehabilitation understand the principles involved in holistic brain injury rehabilitation and how these principles, combined with theory and models, translate into clinical practice. This book will be of great interest to anyone who wishes to extend their knowledge of the latest theories and practices involved in making life more manageable for people who have suffered damage to the brain. Life After Brain Injury: Survivors' Stories will also be essential for clinical psychologists, neuropsychologists, and anybody dealing with acquired brain injury whether they be a survivor of a brain injury themselves, a relative, a friend or a carer.

The cultural-test-bias hypothesis is one of the most important scien tific questions facing psychology today. Briefly, the cultural-test-bias hypothesis contends that all observed group differences in mental test scores are due to a built-in cultural bias of the tests themselves; that is, group score differences are an artifact of current psychomet ric methodology. If the cultural-test-bias hypothesis is ultimately shown to be correct, then the 100 years or so of psychological research on human differences (or differential psychology, the sci entific discipline underlying all applied areas of human psychology including clinical, counseling, school, and industrial psychology) must be reexamined and perhaps dismissed as confounded, contam inated, or otherwise artifactual. In order to continue its existence as a scientific discipline, psychology must confront the cultural-test-bias hypothesis from the solid foundations of data and theory and must not allow the resolution of this issue to occur solely within (and to be determined by) the political Zeitgeist of the times or any singular work, no matter how comprehensive. In his recent volume Bias in Mental Testing (New York: Free Press, 1980), Arthur Jensen provided a thorough review of most of the empirical research relevant to the evaluation of cultural bias in psychological and educational tests that was available at the time that his book was prepared. Nevertheless, Jensen presented only one per spective on those issues in a volume intended not only for the sci entific community but for intelligent laypeople as well."

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 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.

Originally published in 1953 this book provided the first comprehensive account of methods of personality assessment by a British author. It starts with a short survey of personality theory, pointing out the difficulties in any method of testing or assessment. Next it describes the weaknesses of the common interview method. (Throughout the emphasis is on methods which are usable in educational or vocational guidance and selection, not on methods which are mainly of scientific interest.) Thereafter it takes up each main type of technique - tests based on physique or psychological measures, on expressive movement such as gestures and handwriting, tests of behaviour (including War Office Selection Board 'house party' methods), ratings and rating scales, questionnaires, and so-called projective techniques. The evidence for or against each test or method is surveyed and numerous references provided for relevant literature. Illustrative excerpts are given of many of the more promising tests, and some pictorial illustrations. British work in this field at the time is covered completely, and an attempt is made to provide a fair summary of the main contributions of American and other psychologists of the day.

The ten year anniversary of the book offers an excellent opportunity to publish a second edition. Several aspects of the book have evolved considerably since its first printing. For instance, substantial revision to the internship, licensure, and certification processes has occurred, and are reflected in this resource. Much of the literature on clinical psychology, cultural sensitivity, and the current job market is updated. Changes in technology have large effects on teaching and practicing clinical psychology. These modifications are needed to offer appropriate and updated information for students. In short, virtually every chapter has substantial modification to ensure that the material is accurate and up to date.

Carolyn Ellis is a prominent writer in the move toward personal, reflexive writing as an approach to academic research. In addition to her landmark books Final Negotiations and The Ethnographic I, she has authored numerous stories that demonstrate the emotional power and academic value of autoethnography. Now issued as a Routledge Education Classic Edition, Revision: Autoethnographic Reflections on Life and Work collects a dozen of Ellis's stories-about the loss of her husband, brother and mother; of growing up in small town Virginia; about the ethical work of the ethnographer; and about emotionally charged life issues such as abortion, caregiving, and love. Atop these captivating stories, she adds the component of meta-autoethography-a layering of new interpretations, reflections, and vignettes to her older work. A new preface text by the author reflects on the subsequent developments in the author's life and her vision for autoethnography since the book's original publication. Demonstrating Carolyn's extensive contribution to autoethnographic scholarship, this new edition offers compelling ideas and stories for qualitative researchers and a student-friendly text for courses.

The arrival of the computer in educational and psychological testing has led to the current popularity of adaptive testing---a testing format in which the computer uses statistical information about the test items to automatically adapt their selection to a real-time update of the test taker's ability estimate. This book covers such key features of adaptive testing as item selection and ability estimation, adaptive testing with multidimensional abilities, sequencing adaptive test batteries, multistage adaptive testing, item-pool design and maintenance, estimation of item and item-family parameters, item and person fit, as well as adaptive mastery and classification testing. It also shows how these features are used in the daily operations of several large-scale adaptive testing programs.

Contemporary society is in constant change. Transitions and crises occur in every life, regardless of status, ethnicity, sex, race, education, or religion. Yet, the traditional societal forms for helping with these transitions and crises are changing as well. The typical nuclear family has given way to single-parent, blended, or dual-career structures. Religious, health, educational, social service, philanthropic, and other organizational support systems have also changed from their pre-1950 counterparts. As these sometimes evolutionary, sometimes revolutionary, changes have occurred, considerable scholarship and empirical research has attempted to identify and develop methods of helping people encounter these transitions and crises. These efforts have come from various fields: psychology, sociology, anthropology, linguistics, law, social work, nurs ing, medicine, education, labor relations, and others. Each has brought its own theories, research methods, and practical experiences to bear on the problems. One of the methods that these fields have universally been intrigued with is the use of empathy. Empathy, that crucial but elusive pheno menon (so the literature has reported), has been identified as important in human interactions. Labor mediators, legal arbitrators, psychiatric psychoanalysts, encounter group facilitators, classroom instructors, and kindred helpers have been told that "understanding how the other person or group is thinking and feeling" will help that person or group. The anxious parent and troubled spouse have been urged to "understand the other's point of view." Some writers have even argued that empathy is crucial to resolving international tensions and terrorist group violent actions."

Well known for applying mindfulness to the treatment of depression, pioneering researcher John Teasdale now explores the broader changes that people can experience through contemplative practices. What goes on in our minds when we are mindful? What does it mean to talk of mindfulness as a way of being? From a scientific perspective, how do core elements of contemplative traditions have their beneficial effects? Teasdale describes two types of knowing that human beings have evolved--conceptual and holistic-intuitive--and shows how mindfulness can achieve a healthier balance between them. He masterfully describes the mechanisms by which this shift in consciousness not only can reduce emotional suffering, but also can lead to greater joy and compassion and a transformed sense of self.

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. "

This book provides an alternative method for measuring individual differences in psychological, educational, and other behavioral sciences studies. It is based on the assumptions of ordinal statistics as explained in Norman Cliff's 1996 Ordinal Methods for Behavioral Data Analysis. It provides the necessary background on ordinal measurement to permit its use to assess psychological and psychophysical tests and scales and interpret the data obtained. The authors believe that some of the behavioral measurement models used today do not fit the data or are inherently self-contradictory. Applications of these models can therefore lead to unwarranted inferences regarding the status of the derived variables. These methods can also be difficult to apply, particularly in small-sample contexts without making additional, unrealistic assumptions. Ordinal methods more closely reflect the original data, are simple to apply, and can be used in samples of any size. The book's approach is in essence a return to simple empiricism in psychological measurement. Ordinal Measurement in the Behavioral Sciences provides: *methods for analyzing test responses; *extensive discussions of ordinal approaches to analyzing data that are judgments of stimuli; *methods for treating psychological data in ways consistent with its ordinal nature so as to stimulate new developments in this area; and *ordinal test theory and the unfolding methods that are applicable to cross-cultural studies. Advanced students, researchers, and practitioners concerned with psychological measurement should find this book relevant. Measurement professionals will find it provides useful and simple methods that stimulate thought about measurement's real issues.

Psychiatric clinicians should use rating scales and questionnaires often, for they not only facilitate targeted diagnoses and treatment; they also facilitate links to empirical literature and systematize the entire process of management. Clinically oriented and highly practical, the Handbook of Clinical Rating Scales and Assessment in Psychiatry and Mental Health is an ideal tool for the busy psychiatrist, clinical psychologist, family physician, or social worker. In this ground-breaking text, leading researchers provide reviews of the most commonly used outcome and screening measures for the major psychiatric diagnoses and treatment scenarios. The full range of psychiatric disorders are covered in brief but thorough chapters, each of which provides a concise review of measurement issues related to the relevant condition, along with recommendations on which dimensions to measure - and when. The Handbook also includes ready-to-photocopy versions of the most popular, valid, and reliable scales and checklists, along with scoring keys and links to websites containing on-line versions. Moreover, the Handbook describes well known, structured, diagnostic interviews and the specialized training requirements for each. It also includes details of popular psychological tests (such as neuropsychological, personality, and projective tests), along with practical guidelines on when to request psychological testing, how to discuss the case with the assessment consultant and how to integrate information from the final testing report into treatment. Focused and immensely useful, the Handbook of Clinical Rating Scales and Assessment in Psychiatry and Mental Health is an invaluable resource for all clinicians who care for patients with psychiatric disorders.

Twenty years is a long time in the life of a science. While the historical roots of psychology have not changed since the first edition of this book, some of the offshoots of the various theories and systems discussed have been crit ically reexamined and have undergone far-reaching modifications. New and bold research has led to a broadening of perspectives, and recent devel opments in several areas required a considerable amount of rewriting. I have been fortunate in the last fifteen years to have worked with about 2,000 psychologists and other behavioral scientists who contributed to several collected volumes I have edited. As the editor-in-chief of the In ternational Encyclopedia of Psychiatry, Psychology, Psychoanalysis and Neurol ogy, I have had the privilege of reading, scrutinizing, and editing the work of 1,500 experts in psychology and related disciplines. In addition, I have written several books and monographs and over one hundred scientific papers. Armed with all that experience, I have carefully examined the pages of the first edition. Chapter 8 required substantial rewriting and several new sections have been added to other chapters: "Current Soviet Psychol ogy" (Chapter 2, Section 7); "New Ideas on Purposivism" (Chapter 5, Sec tion 4); "Recent Developments in the Sociological School of Psychoanalysis" (Chapter 9, Section 4); and "Present Status of Gestalt Psychology" (Chapter 12, Section 4). Chapter 15 was omitted, and two new chapters were added: Chapter 14 ("Humanistic Psychology") and Chapter 16 ("Selected Research Areas").

This book is a major revision and extension of my earlier book, Experimental Psychology and Human Aging, which appeared in 1982. The intervening years have seen a remarkable expansion of psychological research on human aging, especially on topics dealing with cognition. They have also seen research on cognitive aging gain increasing importance within the mainstream of basic cognitive research. As my lecture notes for my course in the psychology of aging grew, so did my apprehension regarding the task ahead of me in revis ing the first edition. The research explosion in cognitive aging forced several major changes in content from the first to the second edition. Two chapters on learning and memory in the first edition were necessarily expanded to six chapters in the present edition. Similarly, the single prior chapter on percep tion and attention became two chapters, as did the single prior chapter on thinking. Another change from the first edition is in the addition of some review of the effects of abnormal aging on various cognitive processes, parti cularly in regard to memory functioning. To keep the revision within reason able length, some sacrifices had to be made. The multiple chapters on metho dology and theory in the first edition were condensed into the present, single chapter. However, the major topics from the first edition were retained and, in fact, added to by the inclusion of important topics and issues that emerged over the past eight years.

This introductory text describes the principles of invariant measurement, how invariant measurement can be achieved with Rasch models, and how to use invariant measurement to solve measurement problems in the social, behavioral, and health sciences. Rasch models are used throughout but a comparison of Rasch models to other item response theory (IRT) models is also provided. Written with students in mind, the manuscript was class tested to help maximize accessibility. Chapters open with an introduction and close with a summary and discussion. Numerous examples and exercises demonstrate the main issues addressed in each chapter. Key terms are defined when first introduced and in an end-of-text glossary. All of the book's analyses were conducted with the Facets program. The data sets used in the book, sample syntax files for running the Facets program, Excel files for creating item and person response functions, links to related websites, and other material are available at www.GeorgeEngelhard.com. Highlights include: A strong philosophical and methodological approach to measurement in the human sciences Demonstrations of how measurement problems can be addressed using invariant measurement Practical illustrations of how to create and evaluate scales using invariant measurement A history of measurement based on test-score and scaling traditions Previously unpublished work in analyzing rating data, the detection and measurement of rater errors, and the evaluation of rater accuracy A review of estimation methods, model-data fit, indices used to evaluate the quality of rater-mediated assessments, rater error and bias, and rater accuracy. Intended as a supplementary text for graduate or advanced undergraduate courses on measurement or test theory, item response theory, scaling theory, psychometrics, advanced measurement techniques, research methods, or evaluation research taught in education, psychology, and the social and health sciences, the book also appeals to practitioners and researchers in these fields who develop or use scales and instruments. Only a basic mathematical level is required including a basic course in statistic.

Statistical Concepts-A First Course presents the first 10 chapters from An Introduction to Statistical Concepts, Fourth Edition. Designed for first and lower-level statistics courses, this book communicates a conceptual, intuitive understanding of statistics that does not assume extensive or recent training in mathematics and only requires a rudimentary knowledge of algebra. Covering the most basic statistical concepts, this book is designed to help readers really understand statistical concepts, in what situations they can be applied, and how to apply them to data. Specifically, the text covers basic descriptive statistics, including ways of representing data graphically, statistical measures that describe a set of data, the normal distribution and other types of standard scores, and an introduction to probability and sampling. The remainder of the text covers various inferential tests, including those involving tests of means (e.g., t tests), proportions, variances, and correlations. Providing accessible and comprehensive coverage of topics suitable for an undergraduate or graduate course in statistics, this book is an invaluable resource for students undertaking an introductory course in statistics in any number of social science and behavioral science disciplines.

In this volume, a diverse group of world experts in personality assessment showcase a range of different viewpoints on response distortion. Contributors consider what it means to "fake" a personality assessment, why and how people try to obtain particular scores on personality tests, and what types of tests people can successfully manipulate. The authors present and discuss the usefulness of a range of traditional and cutting-edge methods for detecting and controlling the practice of faking. These methods include social desirability (lie) scales, warnings, affective neutralization, unidimensional and multidimensional pairwise preferences, decision trees, linguistic analysis, situational measures, and methods based on item response theory. The wide range of viewpoints presented in this book are then summarized, synthesized, and evaluated. The authors make practical recommendations and suggest areas for future research. Anyone who wonders whether people exaggerate or lie outright on personality tests -- or questions what psychologists can and should do about it -- will find in this book stimulating questions and useful answers.

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."