This volume presents a new conceptualization of personality and social cognition that addresses both traditional and new issues. Written for students of personality, experimental and consumer psychology and cognitive science.

Educators and students interested in the topic of self-management will find this a highly practical guide that incorporates technology in the instructional design. . . . This book is a rich resource that responds to a nationally recognized goal of developing independent, lifelong learners. "Choice"

Written for students in educational psychology, elementary and secondary education programs as well as for teachers and school administrators, this book prepares educators to teach students to learn and solve problems either independently or cooperatively. In clear and practical terms, Michael Medland provides the theory, curriculum, skills, and procedures to teach self-management skills in a classroom, school, or district. Going far beyond textbooks which simply train educators to discipline students, "Self-Management StrategieS" presents a workable solution to one of today's most pressing educational problems: how to prepare students to manage their futures once they leave school. Medland guides the skill development of teachers and other school personnel so that they can teach students a system of strategies that includes planning, learning, organizing, supervising, intervening, helping, and sharing within individual and group activities--and thereby help ensure their success in the world outside the classroom.

Divided into four parts, the book begins by showing how to establish an environment in which one can teach students sophisticated self-management strategies. Part II addresses self-management teaching skills. Medland demonstrates how to talk to and question students, how to formulate and use example sets and postings, and how to effectively correct behavior. The third part outlines teaching the self-management system strategies to students. It analyzes each of the strategies and describes teaching procedures and their transfer to other contexts such as home or on-the-job. Finally, Medland presents the theory and planning procedures that guide the building of a day-to-day instructional program. Separate chapters examine planning, implementing, and adapting the self-management program to meet the specific needs of a classroom, schools, or district. Numerous explanatory tables and figures enhance the text. By presenting a well-developed and easily implemented curriculum, Medland provides an indispensable resource for educators interested in teaching students to manage themselves in their world.

This volume illustrates the diversity in assessment philosophy, theoretical orientation, and research methodology that is characteristic in the field of personality assessment. Topics range from anxiety about test taking and teaching science, to the emotional distress evoked by an environmental catastrophe.

This work, honoring Saul B. Sells, adds to the understanding of the science of psychology and the application of that knowledge to meaningful human endeavors. Covers topics including: the interactionist approach and the importance of multivariate design, accuracy of measurement in order to move toward the understanding of human behavior, and the necessity of understanding personality characteristics and environmental affect.
Important reading for researchers, students, and professionals in all subdisciplines of psychology, including personality development, social psychology, research methods, evaluation and measurement.

General persuasibility--a person's readiness to accept social influence from others irrespective of what he or she knows about the communicator or what it is that the communicator is advocating--is studied. Significant contributions on individual differences in persuasibility made by a number of psychologists associated with the Yale Communication and Attitude Change Program are brought together in this volume.

At the age of 6, I discovered a jar of brightly colored shells under my grandmother's kitchen sink. When I inquired where they had come from, she did not answer. Instead, she told me in broken English, "Ask your mother. " My mother's response to the same question was, "Oh, I made them in camp. " "Was it fun?" I asked enthusiastically. "Not really," she replied. Her answer puzzled me. The shells were beautiful, and camp, as far as I knew, was a fun place where children roasted marshmallows and sang songs around the fire. Yet my mother's reaction did not seem happy. I was perplexed by this brief exchange, but I also sensed I should not ask more questions. As time went by, "camp" remained a vague, cryptic reference to some time in the past, the past of my parents, their friends, my grand parents, and my relatives. We never directly discussed it. It was not until high school that I began to understand the significance of the word, that camp referred to a World War II American concentration camp, not a summer camp. Much later I learned that the silence surrounding discus sions about this traumatic period of my parents' lives was a phenomenon characteristic not only of my family but also of most other Japanese American families after the war."

The Childhood Hand that Disturbs (CHaD), a new projective test, is a diagnostic and therapeutic tool that is broadly applicable, but particularly effective with abused, depressed, and suicidal subjects. While the CHaD has the advantage of being quick and easy to administer--it takes an average of ten minutes to perform--it is reliable and applicable to both young and old. It is a useful complement to traditional batteries such as the Rorschach and Draw-a-Family, and self-assessment questionnaires. What makes the CHaD different is that it is a free drawing exam, and one that taps one of the most highly symbolic parts of the body: the hand. The CHaD has been tested on normal and pathological individuals for over ten years. Clear guidelines can now be set down for administration, testing, and interpretation. Obviously, a projective test can never be more sensitive than the professional who uses it, but it is Davido's intention that the theoretical underpinnings and her presentations of case studies along with the drawings will help other practitioners deal better with the needs of their patients.

"Women, Identity and Private Life in Britain, 1900-50" explores the meanings and experience of home and private life for women who grew up before 1950. It considers the extent to which class, suburbanisation and historical moment as well as gender constructed women's understanding of domesticity, and discusses the part played by conceptions of home and private life in the shaping of identities. Oral narratives, fiction, autobiography and diaries are used in conjunction with psychoanalytic, linguistic and historical explanations of women's lives to map a psychological as well as a social history of women's relationship to the home in the early part of this century.
The book argues that while historically specific conceptions of sexual difference were significant in shaping women's understanding and experience of their lives, equally important were the social, cultural and psychological divisions articulated around suburbia, domestic service and aspirations of respectability. By deploying a diverse range of sources, the author concludes that to understand women's relation to the domestic and to the idea of the 'private' requires an approach which encompasses a variety of disciplines and perspectives - perspectives which include environment, class and generation as well as gender.

First published in 1987. This is Volume 6 of Advances in Personality Assessment and includes articles on personality in the U.S. Foreign Office, the interview questionnaire technique, assessment of shame and guilt, assessment of cognitive affective interactions in children and holistic health, amongst others.

Behavioral assessment is a psychological assessment paradigm that emphasizes empirically supported, multimethod and multi-informant assessment of specific, observable behaviors and contemporaneous causal variables in the natural environment. The behavioral assessment paradigm stresses the use of well-validated assessment instruments and assumptions that social/environmental, cognitive, and physiological variables are often important sources of behavior variance.

The behavioral assessment paradigm has had a major influence on the field of psychological assessment. It has affected the way research on the causes of behavior disorders is conducted, the way treatment processes and outcomes are evaluated, and the way treatment decisions are made.

The goal of this book is to present the characteristics and underlying assumptions of the behavioral assessment paradigm and to show how they affect the strategies of behavioral assessment. Although all of the concepts and strategies discussed in this book are applicable in the research, this book focuses on the use of behavioral assessment to guide clinical judgements.

First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.

Justice plays an important role in our culture. The topic of justice has attracted the attention of scholars all over the world. Beginning in 1985, a continuing series of international conferences on social justice in The Netherlands at which scientists present and discuss started papers, exchange information, and choose new roads to theory build ing. In this volume, a selection of papers, presented at the International Conference on Social Justice in Human Relations (Leiden, 1986) is published. There has been some refinement and improvement, thanks to the comments made by experts in the field. The chapters in this volume represent second (and, in some cases, even third or fourth) versions of the papers. As organizers of the conference and editors of this volume, we hope that the reader will be pleased by the content and the high quality of the chapters. There is some diversity, but there also are some common themes. We have organized the chapters with respect to what we think are two important themes: (1) behavioral and attitudinal reactions to (in) justice and (2) macrojustice. These categories are not mutually exclusive, for some chapters could have been placed in both categories. Still, we think the distinction between these themes has value."

First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.

In Spaces for the Sacred, Philip Sheldrake brilliantly reveals the connection between our rootedness in the places we inhabit and the construction of our personal and religious identities. Based on the prestigious Hulsean Lectures he delivered at the University of Cambridge, Sheldrake's book examines the sacred narratives which derive from both overtly religious sites such as cathedrals, and secular ones, like the Millennium Dome, and it suggests how Christian theological and spiritual traditions may contribute creatively to current debates about place.

"Philip Sheldrake has enriched and deepened the idea of place by bringing history, cultural studies, geography, various human sciences, and literature together with theology and spirituality. He manages to do justice to the particularity of place in its many dimensions, and to connect in an accessible style with ordinary personal and social life in the twenty-first century. Above all he helps readers to identify and 'position' themselves in relation to the places in their lives, and to open up new possibilities of inhabiting them." -- David F. Ford, Regius Professor of Divinity, University of Cambridge

"'To be a person, ' Philip Sheldrake tells us, quoting the philosopher Heidegger, is literally to 'be there, ' Dasein, thus to be in a particular place. Drawing on a wide range of writers, from Duns Scotus to Simon Schama, as well as on poetry and his memories of his own childhood in Dorset, Sheldrake offers a rich and original way of meditating on the importance of place and places in our lives." -- Fergus Kerr, OP, Regent of Studies, Blackfriars, Oxford

"At a time when -- in the modern metropolis -- time has been usurped byspace, and space has become everywhere the same, the same fluorescent lit shopping malls and suburban lawns, Philip Sheldrake's Hulsean Lectures seek to reclaim 'space' as a fundamental Christian category, as the space which God makes in coming to us at a particular time and place. Inspired by Duns Scotus and Michel de Certeau, and the Ignatian Exercises, Sheldrake explores the tensions in Christian tradition between the particular and the universal stability and pilgrimage, the places we inhabit and from which we must depart. This gently passionate book will be welcomed by all concerned with traversing the modern city, and who wish to journey with the man who made space for others, but had nowhere to lay his head." -- Gerard Loughlin, Senior Lecturer in Religious Studies, University of Newcastle upon Tyne

A collection of papers first presented at the International Conference on Social Justice in Human Relations (Leiden, 1986) by sociologists and psychologists from Europe and North America. The 12 papers are organized to reflect two major themes: justice and societal and developmental processes; and j

First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

Positive psychology tackles the big questions: What does it mean to live a 'good life'? What helps people to flourish and access their optimal potential? And how can we increase our capacities for joy, meaning, and hope? This engaging textbook emphasizes the science of positive psychology - students don't simply learn about positive psychology in the abstract, but instead are exposed to the fascinating research that supports its conclusions.Bridging theory and practice, this textbook connects up-to-date research with real-world examples and guides students to apply evidence-based practices in their own lives. Its comprehensive coverage includes major new topics, such as spirituality, therapeutic interventions, mindfulness, and positive relationships. Featured pedagogy includes 'Are You Sure about That?' boxes presenting methodological and statistical principles in context, and 'Practice Positive Psychology' activities to extend student learning, while online resources include lecture slides, a test bank, and an instructor manual.

We dedicate this book to John Thibaut. He was mentor and personal friend to one of us, and his work had a profound intellectual influence on both of us. We were both strongly influenced by Thibaut's insightful articulation of the importance to psychology of the concept of pro cedural justice and by his empirical work with Laurens Walker in reactions to legal institu demonstrating the role of procedural justice tions. The great importance we accord the Thibaut and Walker work is evident throughout this volume. If anyone person can be said to have created an entire field of inquiry, John Thibaut created the psychological study of procedural justice. (To honor Thibaut thus in no sense reduces our recognition of the contributions of his co-worker, Laurens Walker, in the creation of the field. We are as certain that Walker would endorse our statement as we are that Thibaut, with characteristic modesty, would demur from it. ) Even to praise Thibaut in this fashion falls short of recognizing all of his contributions to procedural justice. Not only did he initiate the psy chological study of the topic, he also built much of the intellectual foun dation upon which the study of procedural justice rests. Thibaut's work with Harold Kelley (1959; Kelley & Thibaut, 1978) created a social psy chological theory of interdependence that, among many other applica tions, serves as the basis for one of the major models of the psychology of procedural justice."