WIth the ongoing pressures for psychologists to practice evidence-based care, and the requirement insurance carriers have both for treatment goals, measurement of outcomes, and a focus on brief therapy, functional analysis provides a framework for achieving all of the above. Having proven itself in treating behavioral problems in education, functional analysis is now being applied more broadly to behavioral and psychologial disorders.
In his 1996 book (Functional Analysis in Clinical Psychology, Wiley UK), Sturmey applied the functional behavioral approach to case formulation across a wide range of psychological disorders and behaviors. Since the publication of his book, no other volume has taken an explicit behavioral approach to case formulation. The changes that have occurred over the last 10 years in behavioral case formulation have been significant and substantial. They include (a) a large expansion of the range of problems addressed, such as ADHD, (b) a range of new verbal behavior therapies such as Acceptance and Commitment Therapies, (c) increased area of activity in the area of autism spectrum disorders; (d) many publications in how to train professionals, staff and parents in behavioral technology, and (e) new assessment instruments and procedures.
*Makes theories of functional analysis accessible to a wide range of mental health professionals
*Reviews behavioral assessment methods and strategies for case formulation
*Offers readers a practical, organized, data-based means of understanding psychiatric conditions for intervening effectively and measuring positive change

The origins of knowledge about the self is arguably the most fundamental problem of psychology. It is a classic theme that has preoccupied great psychologists, beginning with William James and Freud. On reading current literature, today's developmental psychologists and ethologists are clearly expressing a renewed interest in the topic. Furthermore, recent progress in the study of infant and animal behavior, provides important and genuinely new insights regarding the origins of self-knowledge.

This book is a collection of current theoretical views and research on the self in early infancy, prior to self-identification and the well-documented emergence of mirror self-recognition. The focus is on the early sense of self of the young infant. Its aim is to provide an account of recent research substantiating the precursors of self-recognition and self-identification. By concentrating on early infancy, the book provides an updated look at the origins of self-knowledge.

Evidence-Based Educational Methods answers the challenge of the "No Child Left Behind Act" of 2001 by promoting evidence-based educational methods designed to improve student learning. Behavioral scientists have been refining these instructional methods for decades before the current call for evidence-based education. Precision Teaching, Direct Instruction, Computerized Teaching, Personalized System of Instruction, and other unique applications of behavior analysis are all informed by the scientific principles of learning, have been tested in the laboratory, and are often shown to have significant success in field applications. This book details each of these approaches to education based on the principles of behavior analysis. Individuals and agencies responsible for instruction that leaves no child behind will find this compendium an important resource for meeting that challenge, and young educators will greatly benefit from this text, as they will see a blueprint of the evidence-based education systems being planned for the future.
* The education literature is replete with fly-by-night ideas and unresearched opinions about how to teach children. This book has none of that. The reader is given researched educational methods. In fact, some methods draw on 3 or 4 decades of experimental data. The whole book is cohesive, not just a patchwork of different educators' opinions. All of the chapters are built on basic scientific principles of behavior, and all of the methods can be used with one another
* This is a book by scientist-practitioners, but not for scientists only. A parent can read many of these chapters, see the merit in the methods, and convey the need and the process for each of the methods
* No book stands alone, but is connected to a greater literature base. The reader is shown where other information can be found about these methods.
* The only thing better than scientific data is scientific data supported by consumer testimonial

Learning about Learning Disabilities, 4e continues to provide equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Fourth Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and 11 new chapters, coverage is both comprehensive and thorough, encompassing the classification and identification of learning disabilities, learning disabilities in reading, writing, math, and social studies, interventions, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults. Readers will find Learning About Learning Disabilities, Fourth Edition suitable for use as a reference source for researchers or as a graduate level text.

Reviews of previous editions:

"This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery." -CHILD ASSESSMENT NEWS .".. provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions." -BRITISH JOURNAL OF SPECIAL EDUCATION
Learning Disabilities occur in 20% of the population. Three million children in the US have a learning disability and receive special education in school.

30% of children with learning disabilities drop out of high school, and 48% of those with learning disabilities are out of the workforce or unemployed.

Discusses different types of learning disabilities including problems with attention, memory, language, math, reading, and writing

Encompasses the impact of LD on learning as well as social competence and self-regulation

Provides research summaries on most effective ways to teach children with LD

Encompasses a lifespan perspective on LD, discussing the impact on children, adolescents, and adults

Self-regulation refers to the self's ability to control its own thoughts, emotions, and actions. Through self-regulation, we consciously control how much we eat, whether we give in to impulse, task performance, obsessive thoughts, and even the extent to which we allow ourselves recognition of our emotions. This work provides a synthesis and overview of recent and long-standing research findings of what is known of the successes and failures of self-regulation.
People the world over suffer from the inability to control their finances, their weight, their emotions, their craving for drugs, their sexual impulses, and more. The United States in particular is regarded by some observers as a society addicted to addiction. Therapy and support groups have proliferated not only for alcoholics and drug abusers but for all kinds of impulse control, from gambling to eating chocolate. Common to all of these disorders is a failure of self-regulation, otherwise known as "self-control."
The consequences of these self-control problems go beyond individuals to affect family members and society at large. In Losing Control, the authors provide a single reference source with comprehensive information on general patterns of self-regulation failure across contexts, research findings on specific self-control disorders, and commentary on the clinical and social aspects of self-regulation failure. Self-control is discussed in relation to what the "self" is, and the cognitive, motivational, and emotional factors that impinge on one's ability to control one's "self."
Key Features
* Discusses the importance of the concept of self-regulation to general issues of autonomy and identity
* Encompasses self-control of thoughts, feelings, and actions
* Contains a special section on the control of impulses and appetites
* First book to integrate recent research into a broad overview of the area

"Adolescent Addiction: Epidemiology, Assessment, and Treatment" presents a comprehensive review of information on adolescent addiction, including prevalence and co-morbidity rates, risk factors to addiction, and prevention and treatment strategies. Unlike other books that may focus on one specific addiction, this book covers a wide range of addictions in adolescents, including alcohol, cannabis, tobacco, eating, gambling, internet and video games, and sex addiction. Organized into three sections, the book begins with the classification and assessment of adolescent addiction. Section two has one chapter each on the aforementioned addictions, discussing for each the definition, epidemiology, risk factors, co-morbidity, course and outcome, and prevention and intervention. Section three discusses the assessment and treatment of co-morbid conditions in greater detail as well as the social and political implications of adolescent addictions.
Intended to be of practical use to clinicians treating adolescent addiction, the book contains a wealth of information that will be of use to the researcher as well. Contributors to the book represent the US, Canada, the UK, New Zealand, and Australia.
About the Editor:
Cecilia A. Essau is professor of developmental psychopathology at Roehampton University in London, UK. Specializing in child and adolescent psychopathology, she has been an author or editor of 12 previous books in child psychopathology and is author of over 100 research articles and book chapters in this area.
* Comprehensive with the state-of-the-art information on important and the most common adolescent addiction
* Easy to understand and organized chapters
* Written by international experts

Exposure Therapy refers to any clinical intervention in which a client directly confronts a source of fear. Since high levels of anxiety can not be maintained indefinitely, repeated exposure leads to decreased anxiety. This type of treatment is effective with phobias, post traumatic stress disorder, obsessive compulsive disorders, panic, generalized anxiety, and several other disorders. It's also been found to be effective in helping to treat substance abuse. Although exposure-based treatments have been extensively researched and reported in the literature, there is no single comprehensive treatment of exposure therapies. Writings tend to be limited to larger pieces on treating specific disorders or types of patients. A comprehensive book on the use of these treatments across patient disorders will be of great use to practitioners.
The book is divided into three sections: Foundation, Applications, and Issues. Foundation chapters considers theoretical and assessment issues. Applications chapters will discuss research literature on each disorder having been proven to be successfully treated with exposure therapy. Issue chapters will discuss liability issues, false memory syndrome, and the use of computers and virtual reality in exposure therapy.
*Covers the broad range of exposure therapies in one comprehensive source
*Provides an integrated look at exposure therapy across a variety of disorders
*Each such chapter will include a case study
*Blends literature review and practice guidelines

Positive psychology - essentially the scientific study of the strengths that enable individuals and communities to thrive- is a relatively new discipline that has experienced substantial growth in the last 5-10 years. Research suggests that the principles and theories from this area of study are highly relevant to the practice of counseling and psychotherapy, and positive psychology presents clinicians and patients with a much needed balance to the more traditional focus on pathology and the disease model of mental health. This book provides a comprehensive introduction to the best-researched positive psychological interventions. It emphasizes clinical application, providing a detailed view of how the research can be applied to patients. Covering the broaden-and-build theory, strengths-based therapy, mentoring modalities and more, the volume will provide numerous assessment tools, exercises and worksheets for use throughout the counseling and psychotherapy process.
- Summarizes the applications of research from positive psychology to the practice of counseling and psychotherapy
- Provides clinician a variety of assessments, worksheets, handouts, and take home and in-session exercises to utilize in the process of conducting therapy from a positive psychological perspective
- Provides general treatment planning guidelines for the appropriate use of such assessments, worksheets, handouts, and exercises
- Bibliography of positive psychology references to compliment the information provided in this book"

Is it possible to ban unwanted thoughts from consciousness? According to the literature on thought suppression, the answer is no. In the 1980s, Wegner and colleges demonstrated that the average person cannot prevent a trivial thought like that of a polar bear from entering consciousness approximately seven times in a five minute period. This experimental finding was followed by a substantial number of replications. This book provides an up-to-date overview of the thought suppression literature. First, similarities and differences between suppression, repression, and dissociation are discussed. Methodological issues are then considered. Finally, the clinical applications of the thought suppression literature are discussed. Although there are numerous conditions to which the phenomenon of suppression can be applied, obsession and traumatic recollection are the main applications. In addition to offering an overview of the literature, this book links the thought suppression paradigm to other research fields, such as directed forgetting and repressive coping. Furthermore, it discusses the phenomenon of thought suppression in the light of broader theories such as the cognitive theory of obsession, and the ego depletion hypothesis. Clinical implications and directions for future research are offered.

Memories are indispensable for individuals as well as social groups. Forgetting not only means loss of functioning but also loss of identity. Memories can also be hurting and cause problems, as research on posttraumatic stress disorders (PTSD) has shown. This is true for individuals as well as social groups and even societies. Memories and especially negative memories can escape the control of the individual. Many political conflicts can only be understood when taking history and memories into account.

In this volume a comprehensive scientific overview is given on the development of "hurting memories" in individuals and societies. Consequences are described, i.e. from mental disorders in individuals, like PTSD or other neurotic disorders, to societal tensions and conflicts, from South Africa to Northern Europe. Additionally, "beneficial forgetting" is discussed, from treatments of individuals to reconciliation between social groups. The contrasting of "hurting memories and beneficial forgetting" can help to understand, that memories can have positive and negative results and that it is difficult to decide when to support memories and when forgetting.

Bringing individual and societal memories in coincetion - the benefit is a new perspective on the interactrion between individuals and society. Pointing to possible negative consequences of memory - the benefit is a new perspective of an important but under recognized scientific and clinical problem. Presenting modes of treatment and reconciliation for individuals and social groups - an overview which can not be found elsewhere.

Ten years ago, the hegemonic idea was that language was a kind of independent module within the mind, a sort of "print-out" of whatever cognitive activity was taking place, but without any influence whatsoever in that activity. While this view is still held, evidence amassed in the last10 years suggests another view of their inter-relationships, even though exactly which one is not clear yet, in part because of the lack of a unified view, and in part because of the inertia of the previous position, in part because all this evidence must be considered together. An increasing number of researchers are paying attention to the issues involved as the human language specificity may provide a clue to understand what makes humans "smart," to account for the singularities of human cognition.

This book provides a comprehensive review of the multiple developments that have taken place in the last 10 years on the question of the relationships between language and thought and integrates them into a coherent framework. It will be relevant for anyone working in the sciences of languages.
Synthesizes recent research Provides an integrated view of cognitive architectureExplains the relationships between language and thought"

Published in August of 2008, WAIS IV is the most widely used intelligence test for adults in the world. Substantive changes were made to the WAIS-IV from the WAIS-III leaving clinicians with questions as to how to use and interpret the measure effectively. Written by the creators of the new test, this book serves as the ultimate insider's guide to the new test, providing users with the kind of access to norms and data that would be unavailable to any subsequent book on clinical use of this measure.

The book discusses the changes made between 3rd and 4th editions along with an FAQ and answers about use and interpretation. The reader is instructed how to interpret composite scores, and everything needed to use and interpret two entirely new composite scores: the General Ability Index (GAI), and the Cognitive Proficiency Index (CPI). This information does NOT appear in the manual accompanying the test.

The second section of the book focuses on WAIS IV use and interpretation with special clinical applications and populations, including with multicultural clients, in neuropsychological settings, with individuals experiencing psychological disorders, and with older adults. The editors and chapter authors have exclusive access to proprietary WAIS IV data to run advanced analyses and provide information beyond what is offered in the WAIS-IV manual.
* Provides practical advice on scoring and administration
* Facilitates understanding WAIS-IV use with special populations
* Describes use of the WAIS-IV with WMS-II"

This lauded bestseller, now available in paperback, takes an uncompromising look at how we define psychopathology and makes the argument that criminal behavior can and perhaps should be considered a disorder. Presenting sociological, genetic, neurochemical, brain-imaging, and psychophysiological evidence, it discusses the basis for criminal behavior and suggests, contrary to popular belief, that such behavior may be more biologically determined than previously thought.
Key Features
* Presents a new conceptual approach to understanding crime as a disorder
* Provides the most extensive review of biological predispositions to criminal behavior to date
* Presents the practical implications of viewing crime as a psychopathology in the contexts of free will, punishment, treatment, and future biosocial research
* Includes numerous tables and figures throughout
* Contains an extensive reference list
* Analyzes the familial and extra-familial causes of crime
* Reviews the predispositions to crime including evolution and genetics, and the neuropsychological, psychophysiological, brain-imaging, neurochemical, and cognitive factors

Language, cognition, and memory are traditionally studied together prior to a researcher specializing in any one area. They are studied together initially because much of the development of one can affect the development of the others. Most books available noweither tend to be extremely broad in the areas of all infant development including physical and social development, orspecialize in cognitive development, language acquisition, or memory. Rarely do you find all threetogether, despite the fact that they all relate to each other. This volume consists of focused articles from the authoritative "Encyclopedia of Infant and Early Childood Development," and specifically targetstheages 0-3. Providingsummary overviews of basic and cutting edge research, coverageincludes attention, assessment, bilingualism, categorization skills, critical periods, learning disabilities, reasoning, speech development, etc. This collection of articles provides an essential, affordable reference for researchers, graduate students, and clinicians interested in cognitive development, language development, and memory, as well as those developmental psychologists interested in all aspects of development.
Focused content on age 0-3- saves time searching for and wading through lit on full age range for developmentally relevant info Concise, understandable, and authoritative-easier to comprehend for immediate applicability in research"

The "Psychology of Learning and Motivation" series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving.
Volume 58 of the highly regarded "Psychology of Learning and Motivation" seriesAn essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

Volume 43 of "Advances in Child Development and Behavior" includeschapters that highlight some of the most recent research in the area of Rational Constructivism. Each chapter provides in-depth discussions, and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students.

Chapters that highlight some of the most recent research in the area. Rational Constructivismdiscussed in detail "

"Advances in Experimental Social Psychology" continues to be one of the most sought after and most often cited series in this field. Containing contributions of major empirical and theoretical interest, this series represents the best and the brightest in new research, theory, and practice in social psychology.

This serial is part of the Social Sciences package on ScienceDirect. Visit info.sciencedirect.com for more information.

"Advances in Experimental Social Psychology" is available online on ScienceDirect - full-text online of volume 32 onward.

Elsevier book series on ScienceDirect gives multiple users throughout an institution simultaneous online access to an important complement to primary research. Digital delivery ensures users reliable, 24-hour access to the latest peer-reviewed content. The Elsevier book series is compiled and written by the most highly regarded authors in their fields and are selected from across the globe using Elsevier s extensive researcher network.

For more information about the Elsevier Book Series on ScienceDirect, please visit info.sciencedirect.com/bookseries/.
One of the most sought after and most often cited series in this fieldContains contributions of major empirical and theoretical interestThis series represents the best and the brightest in new research, theory, and practice in social psychology"

Volume 42 of the Advances in Child Development and Behavior series includes9 chapters that highlight some of the most recent research in the area. A wide array of topics are discussed in detail, including Loneliness in Childhood, The Legacy of Early Interpersonal Experience, The Relation Between Space and Math, and Producing and Understanding Prosocial Acts in Early Childhood.

Each chapter provides in-depth discussions and this volume serves as an invaluable resource for Developmental or educational psychology researchers, scholars, and students.

10 chapters that highlight some of the most recent research in the area. A wide array of topics are discussed in detail "

"Advances in Experimental Social Psychology" continues to be one of the most sought after and most often cited series in this field. Containing contributions of major empirical and theoretical interest, this series represents the best and the brightest in new research, theory, and practice in social psychology.
This serial is part of the Social Sciences package on ScienceDirect. Visit info.sciencedirect.com for more information.
"Advances in Experimental Social Psychology" is available online on ScienceDirect - full-text online of volume 32 onward.
Elsevier book series on ScienceDirect gives multiple users throughout an institution simultaneous online access to an important complement to primary research. Digital delivery ensures users reliable, 24-hour access to the latest peer-reviewed content. The Elsevier book series are compiled and written by the most highly regarded authors in their fields and are selected from across the globe using Elsevier s extensive researcher network.
For more information about the Elsevier Book Series on ScienceDirect Program, please visit: info.sciencedirect.com/bookseries/
One of the most sought after and most often cited series in this fieldContains contributions of major empirical and theoretical interestRepresents the best and the brightest in new research, theory, and practice in social psychology
"

The "Psychology of Learning and Motivation" series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 56 includes chapters on such varied topics as emotion and memory interference, electrophysiology, mathematical cognition, and reader participation in narrative.
Volume 56 of the highly regarded "Psychology of Learning and Motivation" seriesAn essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

"International Review of Research inDevelopmental Disabilities"is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. Volume41 of the series offers chapters on a variety of themes.

*Provides the most recent scholarly research in the study of developmental disabilities *A vast range of perspectives is offered, and many topics are covered *An excellent resource for academic researchers"

Most students in training to become teachers, psychologists, physicians, and social workers as well as many practicing professionals in these disciplines do not get the opportunity to fully understand and appreciate the circumstances of children, parents, and teachers who have had to cope and adapt to childhood disorder. Most professionals in the field of childhood disorders are well trained in assessment and treatment methods and are aware of the clinical, theoretical, and empirical foundations of the work they do. In their training, they get some experience in diagnosing the educational, psychological, social, and medical problems of children through their supervised clinical internships. In their training and in their professional practice they get to interview, discuss, consult and collaborate with children and their families regarding developmental issues and treatment plans, however, they rarely get an opportunity to fully realize and understand what it is like to have a disorder and what it is like to be a mother, or father, or teacher of children with disorders.

This book provides an opportunity for students in training and professionals in the field to gain some awareness of the life journeys of some exceptional children, their families and their teachers.
Focuses on those childhood disorders that are most common or what are sometimes referred to as high incidence disorders such as learning disabilities, autism, behavior disorder, depression, and anxietyBeyond, a clinical, empirical, and theoretical description of childhood disorders or a personal account relative to one particular disorder, this book provides rich narratives of experience from multiple perspectives with respect to numerous childhood disordersProvides readers with insight by sharing examples of personal contexts and situations, significant life issues, challenges and barriers, successes, and recommendations relative to particular circumstances

This special issue is among the first volumes to examine the topic of early development in children with neurogenetic disorders associated with intellectual disability. It includes discussions of theoretical issues regarding the emergence of behavioural profiles during early development, as well as comprehensive accounts of early development in specific disorders such as Down syndrome, fragile X syndrome, Williams syndrome, and sex chromosome disorders. In addition, several contributions examine the latest clinical applications of this work for diagnosis, treatment, and education.

The main selling points of this volume are:

the comprehensive nature of the reviews of early development in neurogenetic disorders provided by top researchers in the field of developmental disabilities research.

innovation in the application of new approaches to this population, such dynamic systems theory and the developmental trajectory approach to studying these populations place this volume on the cutting edge of theoretical work in this area

this volume also addresses the implications of emerging behavioural phenotypes in neurogenetic disorders from many angles-the biological issues related to diagnosis, psychiatric issues related to comorbid conditions such as autism and autism spectrum disorder, and educational issues related to targeted intervention

Education and cognitive psychology are natural companions-they both are focused on how people think and learn. Although collaborations have occurred for many years, recently there has been a much greater interest in collaborations that bring cognitive principles into classroom settings. This renewed collaborative research has led both to new evidence-based instructional practices and to a better understanding of cognitive principles. This volume contains overviews of research projects at the intersection of cognitive science and education. The prominent contributors-cognitive psychologists, developmental psychologists, educational psychologists, and science educators-were chosen both for the quality of their work and the variety of their contributions-general principles; influence of affect and motivation; and focus on math and science education.
This volume contains overviews of research projects at the intersection of cognitive science and education. The prominent contributors were chosen both for the quality of their work and the variety of their contributions-general principles; influence of affect and motivation; and focus on math and science education.

"Advances in the Study of Behavior" was initiated over 40 years ago to serve the increasing number of scientists engaged in the study of animal behavior. That number is still expanding. This volume makes another important "contribution to the development of the field" by presenting theoretical ideas and research to those studying animal behavior and to their colleagues in neighboring fields. "Advances in the Study of Behavior" is now available online at ScienceDirect full-text online from volume 30 onward.