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Books > Social sciences > Psychology > Psychological methodology
There have been many important changes in the participation of
women and men in American society over the past quarter-century.
Tests play a role in those changes by providing evidence of the
diverse achievement and proficiency of women and men. They aid the
learning process and reflect inequalities in opportunity to learn
and participate. In addition, they provide useful information in
considering what alternatives in education and work make most sense
for individuals and influence views about groups of students,
educational programs, and a wide range of issues. For all of these
reasons, it is important that tests assess fairly and reflect
accurately the ways young people are and are not achieving as well
as desired.
This book offers clinicians a long-awaited comprehensive paradigm
for assessing object relations functioning in disturbed younger and
older adolescents. It gives a clear sense of how object relations
functioning is manifest in different disorders, and illuminates how
scores on object relations measures are converted into a
therapeutically relevant diagnostic matrix and formulation.
Appreciation of the beauty and complexity of the human mind when
perceiving an ambiguous stimulus led Dr. Hermann Rorschach to
develop his scientific method eighty years ago. Full of gratitude
for his brief life and work, the editors hope this volume will
stand as an idiographic testament to his brilliance for the
Rorschach students of the future. The contributors are clearly the
most notable Rorschach clinicians in practice, and their work
integrates the Comprehensive System and psychoanalytic methods.
How to Use SPSS (R) is designed with the novice computer user in mind and for people who have no previous experience using SPSS. Each chapter is divided into short sections that describe the statistic being used, important underlying assumptions, and how to interpret the results and express them in a research report. The book begins with the basics, such as starting SPSS, defining variables, and entering and saving data. It covers all major statistical techniques typically taught in beginning statistics classes, such as descriptive statistics, graphing data, prediction and association, parametric inferential statistics, nonparametric inferential statistics and statistics for test construction. More than 270 screenshots (including sample output) throughout the book show students exactly what to expect as they follow along using SPSS. The book includes a glossary of statistical terms and practice exercises. A complete set of online resources including video tutorials and output files for students, and PowerPoint slides and test bank questions for instructors, make How to Use SPSS (R) the definitive, field-tested resource for learning SPSS. New to this edition: Now in full color with additional screenshots Fully updated to the reflect SPSS version 26 (and prior versions) Changes in nonparametric tests Model View incorporated Data and real output are now available for all Phrasing Results sections - eliminating hypothetical output or hypothetical data
Needs Assessment for Learning and Performance offers comprehensive coverage of the knowledge and skills needed to develop and conduct needs assessments and to analyze, interpret, and communicate results to clients and organizations. Though critical to planning any performance improvement system, needs assessments can feel abstract and vague to students who have not yet managed the process in a professional setting. This first-of-its-kind textbook uses a variety of real-world examples to connect major theories and models to effective principles for practice. Each chapter offers guiding questions, key terms and concepts, recommended readings, and case studies illustrating how needs assessment training can be applied. Graduate students and researchers of instructional design, human resources, performance improvement, program evaluation, and other programs will find this volume relevant to a range of academic and organizational contexts.
This is a complete text combining practical data collection, research and statistical analysis, plus how to write up reports. Both qualitative and quantitative approaches are discussed in-depth. This is an essential all-in-one text for students undertaking practical courses in psychology. Suitable for AS/A2 psychology and undergraduates.
Psychodiagnosis in Schizophrenia is a reprint of a classic volume
in assessment psychology that first appeared in 1966. The book
concerns the use of psychodiagnostic techniques in the differential
diagnosis of schizophrenia. The author first presents a conceptual
analysis of schizophrenic disturbance in terms of impaired ego
functioning and extrapolates from schizophrenic ego impairments to
psychodiagnostic indices that have been demonstrated to assess
them. In particular, Weiner refers to the Wechsler Adult
Intelligence Scale, the Rorschach Inkblot Method, and the
Draw-A-Person test. Clinical and research data delineating the
nature of psychological deficits in schizophrenia are reviewed, and
practical guidelines for the clinical assessment of these deficits
are presented.
INTERPRETATION AND THE YOUNGER CLIENT. The Nature and Interpretation of the Rorschach. Rorschach and the Younger Client. Normative Data and the Interpretive Process. The Interpretive Process: Some Nonpatient Records. ISSUES OF SCHIZOPHRENIA AND DEPRESSION. Issues of Schizophrenia. Issues of Depression. OTHER ISSUES. Faltering Personality Development. Problems in Behavior. School Learning Problems. Custody Issues. Indexes.
Pain is an unfortunate daily experience for many individuals.
Chronic pain -- lasting six or more months -- is suffered by
approximately 30% of the population in the United States. These
individuals wake up, function during the day and go to sleep,
trying to keep pain at a minimum while, at the same time,
maintaining some quality of life. They may make frequent visits to
the doctor and the pharmacy. When they find relief, it is usually
short-lived and comes at a cost such as dependence on narcotic
medications or complete limitation of activity. Pain often becomes
the central point of their existence.
The Minnesota Multiphasic Personality Inventory (MMPI, MMPI-2, and
MMPI-A) and the Rorschach are the two tests used most widely in
clinical personality assessment to evaluate personality
functioning, current emotional state, and the presence, nature, and
severity of psychopathology, as well as to formulate treatment
interventions. Psychologists' vigorous interest in and intense
loyalty to the Rorschach and MMPI are reflected in the large and
still growing theoretical and empirical literature concerning these
tests. Given the enduring popularity of these two tests, it is
surprising to find that only a small percentage of these numerous
studies have examined the relationships between the two.
Signal detection theory--as developed in electrical engineering and
based on statistical decision theory--was first applied to human
sensory discrimination 40 years ago. The theoretical intent was to
provide a valid model of the discrimination process; the
methodological intent was to provide reliable measures of
discrimination acuity in specific sensory tasks. An analytic method
of detection theory, called the relative operating characteristic
(ROC), can isolate the effect of the placement of the decision
criterion, which may be variable and idiosyncratic, so that a pure
measure of intrinsic discrimination acuity is obtained. For the
past 20 years, ROC analysis has also been used to measure the
discrimination acuity or inherent accuracy of a broad range of
practical diagnostic systems. It was widely adopted by
methodologists in the field of information retrieval, is
increasingly used in weather forecasting, and is the generally
preferred method in clinical medicine, primarily in radiology. This
book attends to both themes, ROC analysis in the psychology
laboratory and in practical diagnostic settings, and to their
essential unity.
Written for social science scholars who want to learn more about
the qualitative way of thinking, this book addresses the full
continuum of issues about the qualitative methodologies. At one end
of that continuum are the deeply philosophical concerns of ontology
and epistemology. At the other -- concrete -- end of that continuum
are the practical issues of what is considered evidence: How does
one go about gathering evidence? Where, when, and how does one
analyze evidence? What are the alternative ways of dealing with
tone and voice in writing qualitative research? The attention to
practical, concrete issues makes this book useful as a handbook
providing a great deal of vital information to scholars who want a
guide to making decisions as they navigate their research questions
through the qualitative realm.
The model of therapy described in this book places the client firmly at the centre of the therapeutic process. Adjusted to the developmental life-pattern of the client, it shows how structured agreements related to both the duration and focus of a particular therapeutic relationship can be adapted to the client's needs at any one time. It offers clients the possibility of a flexible range of encounters with different practitioners and therapists, an ethical solution to contemporary dilemmas about short-term treatment. Including an insert card outlining key stage agreements, and linked case scenarios illustrating the personal development of nine characters. The book is intended for practitioners of all psychological therapies who are looking for a rigorous but flexible approach to empowering their clients.
Starting a research project, however large or small can be a daunting prospect. New researchers can be confronted with a huge number of options not only of topic, but of conceptual underpinning. It is quite possible to conduct research into say, memory, from a number of research traditions. Psychology also has links with several other disciplines and it is possible to utilise their techniques; the difficulty is quite simply the wide variety of methodological approaches that psychological research embraces. In this collection, authors have been recruited to explain a wide range of different research strategies and theories with examples from their own work. Their successes as well as the problems they encountered are explained to provide a comprehensive and practical guide for all new researchers. The collection will be a great help to undergraduates about to start final year projects and should be required reading for all those thinking of graduate level research.
Drawing on the work of 75 internationally acclaimed experts in the field, Handbook of Item Response Theory, Three-Volume Set presents all major item response models, classical and modern statistical tools used in item response theory (IRT), and major areas of applications of IRT in educational and psychological testing, medical diagnosis of patient-reported outcomes, and marketing research. It also covers CRAN packages, WinBUGS, Bilog MG, Multilog, Parscale, IRTPRO, Mplus, GLLAMM, Latent Gold, and numerous other software tools. A full update of editor Wim J. van der Linden and Ronald K. Hambleton's classic Handbook of Modern Item Response Theory, this handbook has been expanded from 28 chapters to 85 chapters in three volumes. The three volumes are thoroughly edited and cross-referenced, with uniform notation, format, and pedagogical principles across all chapters. Each chapter is self-contained and deals with the latest developments in IRT.
Any research that involves the use of the Rorschach or focuses on
the nature of the Rorschach must be framed in the context of the
basic principles that mark any scientific investigation. However,
most texts concerning research design or data analysis do not deal
directly with many of the unusual issues that confront
investigators who use the Rorschach in their research. The nature
of the test and test procedures are somewhat different than for
most psychological tests, and, often, these special characteristics
become critical when research designs are formulated. Similarly,
some of the data of the tests are quite different from the
customary distributions yielded by other psychological tests. Thus
special care must be exercised when considering the variety of
tactics that might might be used in analyzing the test data.
First published in 1993. This book is intended for managers and occupational psychologists involved in the selection and assessment of the workforce. It details the history and development of the use of biographical data for both recruitment and promotion of employees. Grounded in relevant research literature, it offers a comprehensive analysis of the advantages and disadvantages of biodata in different contexts. It also includes examples of applications and recommendations for use, as well as examples of questionnaires. Written by experts, it represents a wide-ranging review of the contemporary research in the field. This work will be of interest to students of business and psychology.
Drawing on the work of internationally acclaimed experts in the field, Handbook of Item Response Theory, Volume 3: Applications presents applications of item response theory to practical testing problems. While item response theory may be known primarily for its advances in theoretical modeling of responses to test items, equal progress has been made in its providing innovative solutions to daily testing problems. This third volume in a three-volume set highlights the major applications. Specifically, this volume covers applications to test item calibration, item analysis, model fit checking, test-score interpretation, optimal test design, adaptive testing, standard setting, and forensic analyses of response data. It describes advances in testing in areas such as large-scale educational assessment, psychological testing, health measurement, and measurement of change. In addition, it extensively reviews computer programs available to run any of the models and applications in Volume One and Three. Features Includes contributions from internationally acclaimed experts with a history of advancing applications of item response theory Provides extensive cross-referencing and common notation across all chapters in this three-volume set Underscores the importance of treating each application in a statistically rigorous way Reviews major computer programs for item response theory analyses and applications. Wim J. van der Linden is a distinguished scientist and director of research and innovation at Pacific Metrics Corporation. Dr. van der Linden is also a professor emeritus of measurement and data analysis at the University of Twente. His research interests include test theory, adaptive testing, optimal test assembly, parameter linking, test equating, and response-time modeling as well as decision theory and its applications to problems of educational decision making.
The Four Domains of Mental Illness presents an authentic and valid alternative to the DSM-5, which author Rene J. Muller argues has resulted in many patients being incorrectly diagnosed and wrongly medicated. Dr. Muller points out where the DSM-5 is mistaken and offers a guide to diagnosis based on the psychobiology of psychiatrist Adolf Meyer and the insights of existential philosophy and psychiatry. His model identifies the phenomena of the mental illnesses that clinicians most often see, which are characterized by identifying their structure, or partial structure. Using the FDMI approach, clinicians can grasp how each mental illness is an aberration of Martin Heidegger's being-in-the-world.
This popular text describes the processes of doing teacher action research. But it is much more than a dry presentation of "methods." Filled with examples of teacher action research projects, provided by teachers themselves, the book places teachers at the heart of the action research process. Teachers' own writing about their work and research questions is featured in 11 examples of teacher action research conducted in a range of settings, grade levels, and content areas. The second edition of Teachers Doing Research is fully updated and substantially reorganized and revised, including four totally new chapters and six new teacher stories. This edition: provides more specifics on teacher action research processes and a variety of methodological options for teachers who do research in their classrooms and schools (Chapters 1-5); includes more specifics on data collection and interpretation methods (Chapter 3); balances a detailed introduction to technology for novice researchers with discussion of issues and questions related to technology-based teacher research (Chapter 4). Information on Web sites related to topics addressed in the chapters and teacher research stories is integrated throughout the book. A new Teachers Doing Research Web site (www.teachersdoingresearch.com) invites readers, teacher research participants, preservice candidates, and teacher educators to participate in dialogue with the authors and editors of this text, and with each other; gives expanded attention to teacher action research with preservice teachers and to university/school collaboration (especially in Chapter 6); examines the connections between teacher action research and the larger arena of educational research (Chapter 8); broadens the context for teacher action research, through discussion of its influence on school reform both in the United States and internationally. International examples of urban teacher research are includ
Shame remains at the core of much psychological distress and can eventuate as physical symptoms, yet experiential approaches to healing shame are sparse. Links between shame and art making have been felt, intuited, and examined, but have not been sufficiently documented by depth psychologists. Shame and the Making of Art addresses this lacuna by surveying depth psychological conceptions of shame, art, and the role of creativity in healing, contemporary and historical shame ideologies, as well as recent psychobiological studies on shame. Drawing on research conducted with participants in three different countries, the book includes candid discussions of shame experiences. These experiences are accompanied by Cluff's heuristic inquiry into shame with an interpretative phenomenological analysis that focuses on how participants negotiate the relationship between shame and the making of art. Cluff's movement through archetypal dimensions, especially Dionysian, is developed and discussed throughout the book. The results of the research are further explicated in terms of comparative studies, wherein the psychological processes and impacts observed by other researchers and effects on self-conscious maladaptive emotions are described. Shame and the Making of Art should be essential reading for academics, researchers, and postgraduate students engaged in the study of psychology and the arts. It will be of particular interest to psychologists, Jungian psychotherapists, psychiatrists, social workers, creativity researchers, and anyone interested in understanding the dynamics of this shame and self-expression.
This book consists of the reports of 13 urban elementary teacher researchers' year-long inquiries around literacy topics--conducted as part of a collaborative school-university action research project. The focus is on how they attempted to transform their teaching practices to meet the needs of students from diverse ethnic and linguistic backgrounds, and how their inquiry efforts resulted in developing more collaborative styles of teaching. These teachers explore how collaborative classroom interactions occur when teachers move away from teaching-as-transmission approaches to ones in which they share power and authority with their students--viewing them not as 'at risk' but instead as 'at promise.' Because the everyday interactions between teachers and students are realized by social talk in the classroom, classroom discourse was analyzed to study and document the teacher researchers' efforts to make changes in the locus of power in literacy teaching and learning. Their chapters are filled with classroom discourse examples to illustrate their points. The volume includes teacher inquiries conducted in elementary classrooms from kindergarten through eighth grade. Three took place in bilingual classrooms, one in a special education class. These inquires cover a range of literacy topics, including reading-aloud, language richness, writing, literature discussion groups, drama, and 'pretend' reading. The background and theoretical underpinnings of the project are discussed in an introduction written by the editors; in the conclusion they pull together the major themes in the teacher researchers' chapters and discuss the political implications of their efforts to change literacy teaching and learning in their urban classrooms.
Half a century after the collapse of the Nazi regime and the Third
Reich, scholars from a range of fields continue to examine the
causes of Nazi Germany. An increasing number of young Americans are
attempting to understand the circumstances that led to the rise of
the Nazi party and the subsequent Holocaust, as well as the
implication such events may have for today as the world faces a
resurgence of neo-Nazism, ethnic warfare, and genocide. |
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