This handbook presents an overview of studies on the relationship of active ageing and quality of life. It addresses the new challenges of ageing from the paradigm of positive ageing (active, healthy and successful) for a better quality of life. It provides theoretical perspectives and empirical studies, including scientific knowledge as well as practical experiences about the good ageing and the quality of later life around the world, in order to respond to the challenges of an aged population. The handbook is structured in 4 sections covering theoretical and conceptual perspectives, social policy issues and research agenda, methods, measurement instrument-scales and evaluations, and lastly application studies including domains and geographical contexts. Chapter 5 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This is a most unusual book with profound social, political, and philosophical implications that will inform the national debate on intelligence. It combines personality, temperament, and intelligence in a common theory that demonstrates the fundamental psychological and social significance of human differences in brain function. Dr. Robinson goes from cell to psyche in a manner that will appeal to all who wish to know more about the interrelation of brain, mind, and behavior. The book is a well of facts and insights; it provides a sound basis for teaching and a powerful stimulus for research.

This book discusses boundaries for organizational humour as well as the jokers and jesters that enliven modern workplaces. It has long been accepted that humour and tragedy can occupy the same space and that is eloquently demonstrated in this book. Using ethnographic research techniques, a selection of stories, ruminations, cartoons, and narratives of events is combined with theoretical conceptions of humour and fun to create a comprehensive analysis of the good, the bad, and the downright ugly in organizational humour.

Like the first volume, The Handbook of Language and Ethnic Identity, Volume 2 is a reference work on the interconnection between language and ethnic identity. In this volume, 37 new essays provide a systematic look at different language and ethnic identity efforts, assess their relative successes and failures, and place the cases on a success-failure continuum. The reasons for these failures and successes and the linguistic, social, and political contexts involved are subtle and highly complex. Some of these factors have to do with whether the language is considered a dialect, as in the cases of Bavarian, Ebonics, and Scots (considered to be dialects of German, American English, and British English, respectively). Other factors have to do with government policy, as in the cases of Basque and Navajo. Still other factors are historical, such as the way Canaanite was supplanted in present-day Israel by another classical language-Hebrew.
Although the volume offers considerable sophistication in the treatment of language, ethnicity and identity, it has been written for the non-specialized reader, whether student or layperson. The contributors are an international group of well-known scholars in a range of fields. Fishman and Garcia provide a detailed introduction that addresses the difficulty of assessing the success or failure of a language. They also present a conclusion that integrates the data presented in the volume."

social neuroscience, social psychology, developmental, psychology, social cognition, vision research and clinical psychology. social neuroscience, social psychology, developmental, psychology, sThis comprehensive volume reviews current developments in our evolving knowledge of social attention and its processes. In doing so, it examines the brain-behavioral bases of social attention from diverse complementary fields, including disordered and healthy adult findings, infant and developmental studies and social neuroscience. The studies explored in this volume reflect the ongoing shift toward naturalistic, context-based experiments and integrative scientific approaches, and away from relying solely on standardized tasks in laboratory settings. In keeping with this proactive perspective, the authors pose critical questions throughout the book to point readers toward the potential next wave of research developments and interventions.Included in the coverage: The development of social attention in human infants. Neural bases for social attention in healthy humans. Social attention, social presence, and the dual function of gaze. Early departures from normative processes of social engagement in infants with Autism Spectrum Disorder. Aberrant social attention and its underlying neural correlates in adults with ASD. The future of social attention research. The Many Faces of Social Attention will interest researchers in social neuroscience, social psychology, developmental psychology, social cognition, visual attention and cognition, and clinical psychology, and inspire new advances in this increasingly important area of study. ocial cognition, vision research and clinical psychology.

Children must learn to act appropriately, in ways that differ from society to society and from context to context. The question of how best to socialize children so that they can function successfully has fascinated educators and psychologists for centuries. In a world in which children exhibit levels of violence that are strikingly un-childlike, the question of how to bring children up takes on an immediacy for parents and psychologists. Does physical punishment prevent further outbreaks of violent behaviour? Are there ways of influencing children so that punishment will not be necessary? Drawing upon rich, longitudinal data, the contributors to this volume examine the benefits and costs of coercion and punishment, considering such issues as mental health, antisocial and criminal behaviour, substance abuse, and issues related to measurement and prediction. They look at coercion among peers, aggressive behavior in boys and girls, different parenting styles and effects of home context. The volume draws together evidence about coercion and punishment that have appeared in disparate literatures, and it raises questions about easy assumptions regarding them. It will be a useful tool for psychologists, criminologists, social workers, child-care workers, and educators.

This book provides rare insights into motivation among extremely successful learners of English and languages other than English (LOTEs) through the analysis of a longitudinal study and the examination of the factors involved in becoming multilingual in a non-multilingual environment. Based on sixteen interview sessions, conducted over the course of nine years while the learners progressed from high school to the world of work, this book offers the story of how two learners persist in English/LOTE learning. The study illuminates the long-term processes through which the interviewees develop ideal English/LOTE selves in an environment where multilingualism is not emphasized and where both English and LOTEs can still be described as foreign languages. Educators and researchers will learn from this study, which stretches our understanding of motivation beyond the recent theorizing of L2 motivation and contributes to the limited research in long-term motivational trajectories and LOTE learning motivation, which is particularly scarce in non-European contexts. The book will be of interest not only to readers in Japan but also to those in other contexts as it offers an example of successful learners who go beyond the pragmatic and instrumentalist view of language learning to hold a more holistic view, thus revealing the factors which can sustain multiple language learning, even in foreign language contexts.

This volume Psychology of Peace Promotion builds on previous volumes of peace psychology, extending its contributions by drawing from peace research and practices from five continents - Africa, Asia, Europe, North America and South America. The book discusses emerging disciplinary and inter-disciplinary theories and actions. Each chapter begins with a theoretical framework for understanding peace, followed by a critical review of peace promotion in a specific setting, and concludes with an illustration of psychological principles or theories in either a narrative format or an empirical investigation. This volume develops, as well as guides, its readers on the epistemology of promoting and sustaining peace in varied settings around the world. This book presents relevant, cutting-edge peace promotion strategies to anyone interested in promoting peace more effectively, including peace practitioners, scholars, teachers, and researchers, as well as the general reader. It presents a number of innovative approaches, illustrating their applications to specific social problems, settings and populations. In addition, this volume has much in store for both academic and practice-based scientists in the field of peace psychology, mental health professionals, administrators, educators, and graduate students from various disciplines. The goal is the promotion and sustenance of peace, using theoretically sound, yet innovative and creative approaches. As expressed by the United Nations Secretary, "peace does not occur by happenstance." Promoting and sustaining peace requires reflective, thoughtful, and targeted efforts. This book inspires its readers to develop a better understanding of peace and the means of promoting peace in a sustainable way.

Racial and ethnic issues stand at the core of social, political, and economic concerns in an increasingly diverse America. Accordingly, how individuals from the various ethnic groups regard themselves-and others-is a salient focus of research studies across the disciplines. Measuring Race and Ethnicity gathers psychological measures of common phenomena such as racial identity, acculturation, and intra- and intergroup relations enabling researchers to compare concepts across groups and better evaluate differences and disparities. Researchers in psychology, social work, and public health examining cultural and race-related topics will find an immediately relevant source of valid and reliable scales in Measuring Race and Ethnicity.

'A rich and intimate examination of female desire, Maxine's book is full of wisdom and insight. I cannot recommend it enough' Julia Samuel After thirty years of research, Sigmund Freud still felt the great unanswered question was: 'What does a woman want?' Fifteen years into her own journey as a psychotherapist, Maxine Mei-Fung Chung believes her collaboration with her patients holds the answers. Through the profound and moving stories of seven very different women, Maxine Mei-Fung Chung sheds light on our most fundamental needs and desires. From a young bride-to-be struggling to accept her sexuality, to a mother grappling with questions of identity and belonging, and a woman learning to heal after years of trauma, What Women Want is an electrifying and deeply intimate exploration into the inner lives of women. Based on hours of conversations between Maxine and her patients, this book lays bare our fears, hopes, secrets and capacity for healing. With great empathy and precision, What Women Want presents a fearless look into the depths of who we are, so that we can better understand each other and ourselves. To desire is an action. This extraordinary book liberates and empowers us to claim what we truly want.

Drawing upon data from an Australian study, this book gives voice to beginning teachers navigating their way through their first year of teaching and discovering what it means to be professional learners. The chapters within provide rich insights into the ways in which beginning teachers make sense of the new and challenging experiences they face during the first year of teaching, and how these influence the development of their learner identities at this formative time of their careers. Professional learning, in response to teacher standards and associated accountability measures, often fails to acknowledge the importance of internal motivation and attitude to beginning teachers' sense of a professional learner identity. This book offers policy makers, teacher educators, school leaders, mentors and teachers a way of thinking about how beginning teachers can be supported to grow professionally and construct their identities as professional learners.

The basic text for the understanding of patients with pathological narcissism.

This volume outlines emerging issues for research and practice related to agile coping dynamics in the digital era. Chapters in this book report on current research on the key constructs and processes underlying coping dynamics in multi-disciplinary domains and across the life-span. Chapters compare current research trends in terms of future potential directions for research on coping dynamics in the digital era. The book also critically evaluates the relevance, applicability and utility of the research findings and theoretical premises in various classical, current and potential emerging issues for research and practice in the smart digital technological world of work for employee across their careers. Among the topics discussed: The digital era: contextual issues and coping Issues for organizational practice Issues for individuals Coping within the employability context Agile Coping in the Digital Era provides theoretical premises and research perspectives, while also evaluating the practical utility of theory and research ideas for management and employee practices in Industry 4.0 organizational contexts.

This book offers an empirically informed understanding of how identity and agency become wholly embedded within practices of media-remembering. It draws upon data collected from the British military, the BBC and Falkland Islanders during the 30th Anniversary of the Falklands war to uniquely offer multiple perspectives on a single 'remembering' phenomenon. The study offers an analysis of the convergence, interconnectedness and interdependence of media and remembering, specifically the production, interpretation and negotiation of remembering in the media ecology. In so doing it not only examines the role of media in the formation and sustaining of collective memory but also the ways those who remember or are remembered in media texts become implicated in these processes.

This volume answers questions that lead to a clearer picture of third-person self- knowledge, the self-interpretation it embeds, and its narrative structure. Bringing together current research on third-person self-knowledge and self-interpretation, the book focuses on third-person self-knowledge, and the role that narrative and interpretation play in acquiring it. It regards the third-personal epistemic approach to oneself as a problem worthy of investigation in its own right, and makes clear the relation between third-person self-knowledge, self-interpretation, and narrative capacities. In recent years, the idea that each person is in a privileged position to acquire knowledge about her own mental states has come under attack. A growing body of empirical research has cast doubt upon the existence of what philosophers call 'first person self-knowledge', i.e., knowledge about our mental states that is often thought to be immediate, transparent, and authoritative. This line of thought has led some philosophers to claim that what seems to be 'first-person self-knowledge' is really just 'third-person self-knowledge,' i.e., knowledge about our mental states that is inferential, opaque, and fallible. This book discusses challenges for first-person knowledge and explores the true nature of third-person knowledge.

Adolescents' beliefs in their personal control affect their psychological well-being and the direction of their lives. Self-efficacy in Changing Societies analyzes the diverse ways in which beliefs of personal efficacy operate within a network of socio-cultural influences to shape life paths. The chapters, by internationally known experts, cover such matters as development of personal agency in infancy, competency through the life span, and the role of familial, educational, and cross-cultural factors in the social construction of personal and collective efficacy. The volume addresses important issues of human adaptation and change that will be of considerable interest to people in the fields of developmental psychology, education, health, and sociology.

In this volume, Qi Wang traces the developmental, social, cultural, and historical origins of the autobiographical self - the self that is made of memories of the personal past and of the family and the community. Wang combines rigorous research, sensitive survey of real memories and memory conversations, and fascinating personal anecdotes into a state-of-the-art book. As a "marginal woman" who grew up in the East and works and lives in the West, Wang's analysis is unique, insightful, and approachable. Her accounts of her own family stories, extraordinarily careful and thorough documentation of research findings, and compelling theoretical insights together convey an unequivocal message: The autobiographical self is conditioned by one's time and culture. Beginning with a perceptive examination of the form, content, and function of parent-child conversations of personal and family stories, Wang undertakes to show how the autobiographical self is formed in and shaped by the process of family storytelling situated in specific cultural contexts. By contrasting the development of autobiographical writings in Western and Chinese literatures, Wang seeks to demonstrate the cultural stance of the autobiographical self in historical time. She examines the autobiographical self in personal time, thoughtfully analyzing the form, structure, and content of everyday memories to reveal the role of culture in modulating information processing and determining how the autobiographical self is remembered. Focusing on memories of early childhood, Wang seeks to answer the question of when the autobiographical self begins from a cross-cultural perspective. She sets out further to explore some of the most controversial issues in current psychological research of autobiographical memory, focusing particularly on issues of memory representations versus memory narratives and silence versus voice in the construction of the autobiographical self appropriate to one's cultural assumptions. She concludes with historical analyses of the influences of the larger social, political, and economic forces on the autobiographical self, and takes a forward look at the autobiographical self as a product of modern technology.

This book discusses the psychological traits associated with drug consumption through the statistical analysis of a new database with information on 1885 respondents and use of 18 drugs. After reviewing published works on the psychological profiles of drug users and describing the data mining and machine learning methods used, it demonstrates that the personality traits (five factor model, impulsivity, and sensation seeking) together with simple demographic data make it possible to predict the risk of consumption of individual drugs with a sensitivity and specificity above 70% for most drugs. It also analyzes the correlations of use of different substances and describes the groups of drugs with correlated use, identifying significant differences in personality profiles for users of different drugs. The book is intended for advanced undergraduates and first-year PhD students, as well as researchers and practitioners. Although no previous knowledge of machine learning, advanced data mining concepts or modern psychology of personality is assumed, familiarity with basic statistics and some experience in the use of probabilities would be helpful. For a more detailed introduction to statistical methods, the book provides recommendations for undergraduate textbooks.

The idea that a single person can change the course of nations, peoples, and movements through the force of their own personality is something many may find fascinating and more than a little scary. How does such a thing happen? While much has been written about the lives of charismatic characters, scientific investigation of the phenomena is rare. In his latest book psychologist Len Oakes draws on a range of disciplines including theology, history, sociology and psychoanalysis to explore a personality so different from the general population that it is used by groups to solve problems that reason and tradition have failed to answer. With case studies and reviews of individuals such as Winston Churchill, Sigmund Freud, Adolf Hitler, Mohandas Gandhi, Nelson Mandela, Germaine Greer, Girolamo Savonarola, Mao Tse-tung and Franklin Delano Roosevelt, Oakes argues that charismatic leadership is a creative, problem-solving strategy that is resorted to in extremis, and that the reason it so often disappoints is may be due to the magnitude of the problems it is called upon to address. However, when it is successful it is spectacularly so, and may give birth to a new civilisation or religion.

This book is a collection of essays covering a range of issues related to socioeconomic inequalities and diversities. The authors, leading social scientists of diverse nationalities, represent varied perspectives. The book has essays on multiculturalism, social inclusion and exclusion of minorities and other marginalized groups such as low castes, linguistic minorities, Adivasis (tribals), persons with disability and unemployed youth. The book focuses on some innovative concepts considered necessary to understand the very process and evolution of aspects of social development such as pro-sociality, authentic responsible self and leadership ideology. The book deals with the challenges for achieving social development and societal harmony. The book will be a very useful resource for social science scholars and particularly for social and cultural psychologists, development professionals and administrators interested in the issues related to social development, social diversity and inter-group relations. The book will also be useful for policy formulation and action.

First taught in the United States in 1971, the Enneagram is now used in counseling settings, corporations, university classrooms (including Stanford Business School) and other educational institutions. The Enneagram system is a model of human development which describes nine patterns of personality. Each type is distinct with its own point of view and focus of attention based on nine psychological strategies. Janet Levine, a long-term educator, and with many years experience using the model, has through research and refinement, pioneered an application for educators and students in their quest to facilitate teaching and learning. This is an in-depth description of the system, and a practical guide.

"The Enneagram Intelligences" pioneers a new field, a study of the impact of personality in education on both teaching and learning styles, and other areas of institutions--for instance, the faculty roles and rewards debate. The Enneagram model describes with great accuracy why we behave the way we do. The book is a practical guide to understanding personality and applying that knowledge in all educational dynamics. Through the words and observations of educators, we gain insight into the Enneagram. We can see and understand the 360 degrees of human possibility, and are no longer limited to our forty degree take on reality. This liberates us into a new understanding of ourselves and others, a new way of perceiving differences.

Levine's book does for personality and teaching and learning styles what other great innovations such as those of A.S. Neill, Maria Montessori, Rudolf Steiner, John Dewey, Isabel Myers and Katherine Briggs, and Ernest Boyer have done for education in general: move forward the frontier of understanding, shift the paradigm, change the perceptual lens.

The emergence of intelligent technologies, sophisticated natural language processing methodologies and huge textual repositories, invites a new approach for the challenge of automatically identifying personality dimensions through the analysis of textual data. This short book aims to (1) introduce the challenge of computational personality analysis, (2) present a unique approach to personality analysis and (3) illustrate this approach through case studies and worked-out examples. This book is of special relevance to psychologists, especially those interested in the new insights offered by new computational and data-intensive tools, and to computational social scientists interested in human personality and language processing.