This work informs by encouraging the reader to interact with the text itself and with the literature in the area. It is a learning tool rather than an encyclopaedic presentation of its topic. The writing style is personal, direct and accessible. Citations are employed, but always for specific purposes. Cited materials are made accessible whenever possible by the provision of URLs. Readers learn about emotion and its relationship to brain, body, cognition, memory, and appraisal. They are also introduced to the role of emotion in language and in the fine arts. Readers of Engaging with Emotion will likely be students within the first two years of university or college taking a related course, or those who are interested in learning more about emotion. This book is ideal for adaptation to an online course format as it includes exercises and learning guides. The book uses straightforward and helpful language and examples to avoid frustrating or confusing students, but instead to keep them actively involved with the material in the book, and to help motivated learners learn.

In this timely volume, the authors provide a penetrating analysis of the institutional mechanisms perpetuating the related problems of minorities' disenfranchisement and their underrepresentation on juries.

Procrastination is a fascinating, highly complex human phenomenon for which the time has come for systematic theoretical and therapeutic effort. The present volume reflects this effort. It was a labor of love to read this scholarly, timely book-the first of its kind on the topic. It was especially encouraging to find that its authors are remarkably free of the phenomenon they have been investigating. One might have expected the opposite. It has often been argued that people select topics that trouble them and come to understand their problems better by studying or treating them in others. This does not appear to be true of the procrastination researchers represented in this book. I base this conclusion on two simple observations. First, the work is replete with recent refer ences and the book itself has reached the reader scarcely a year following its completion. Second, when one considers the remarkable pace of pro grammatic research by these contributors during the past decade, it is clear that they are at the healthy end of the procrastination continuum. The fascinating history of the term procrastination is well documented in this book. The term continues to conjure up contrasting, eloquent images-especially for poets. When Edward Young wrote in 1742, "Pro crastination is the Thief of Time," he was condemning the waste of the most precious of human commodities."

This handbook is the first volume to provide a comprehensive look at personality development. It features a state-of-the-art examination of the field, an area that is enjoying a resurgence in popularity. Five major types of advances, all of which are represented in this volume, are the result of the recent burst in research activity in this area: 1) new theoretical perspectives, 2) higher-quality empirical studies, 3) more sophisticated research designs and analyses, 4) attention to development across the lifespan, and 5) the growing prominence of interdisciplinary approaches to personality development. The Handbook of Personality Development is comprehensive across the lifespan, in its range of personality constructs, and in its coverage of theoretical and methodological frameworks. It is the first volume to address the most important personality development theoretical frameworks in one location--the evolutionary, physiological, behavioral genetic, and socio-cultural perspectives. The book also reviews new statistical techniques that allow for the estimation of individual differences in stability and the analysis of change. The latter part of the book focuses on personality development over the lifespan, from infancy to older adulthood. The authors address personality variables such as emotion regulation, temperament, and self-concept across the lifespan. The book concludes with a compelling capstone chapter by Dan McAdams on how personality develops. The Handbook of Personality Development provides an historical account of, and summary of, the most significant and important findings in the area, along with suggestions for future research. Intended for researchers and advanced students in personality, developmental, social, clinical, and educational psychology, as well as related fields such as family studies, sociology, education, nursing, behavioral genetics, neuropsychology, and psychophysiology, the handbook also serves as a valuable resource in advanced courses that address personality development.

This handbook is the first volume to provide a comprehensive look at personality development. It features a state-of-the-art examination of the field, an area that is enjoying a resurgence in popularity. Five major types of advances, all of which are represented in this volume, are the result of the recent burst in research activity in this area: 1) new theoretical perspectives, 2) higher-quality empirical studies, 3) more sophisticated research designs and analyses, 4) attention to development across the lifespan, and 5) the growing prominence of interdisciplinary approaches to personality development. The Handbook of Personality Development is comprehensive across the lifespan, in its range of personality constructs, and in its coverage of theoretical and methodological frameworks. It is the first volume to address the most important personality development theoretical frameworks in one location--the evolutionary, physiological, behavioral genetic, and socio-cultural perspectives. The book also reviews new statistical techniques that allow for the estimation of individual differences in stability and the analysis of change. The latter part of the book focuses on personality development over the lifespan, from infancy to older adulthood. The authors address personality variables such as emotion regulation, temperament, and self-concept across the lifespan. The book concludes with a compelling capstone chapter by Dan McAdams on how personality develops. The Handbook of Personality Development provides an historical account of, and summary of, the most significant and important findings in the area, along with suggestions for future research. Intended for researchers and advanced students in personality, developmental, social, clinical, and educational psychology, as well as related fields such as family studies, sociology, education, nursing, behavioral genetics, neuropsychology, and psychophysiology, the handbook also serves as a valuable resource in advanced courses that address personality development.

As a researcher whose work focuses largely on the causes and conse quences of unwanted pregnancy, I may appear to be an unlikely candidate to write a foreword to a book on infertility. Yet, many of the themes that emerge in the study of unwanted pregnancy are also apparent in the study of infertility. Moreover, this volume is an important contribution to the literature on fertility, women's health issues, and health psychology in general, all topics with which I have been closely involved over the past two decades. Neither pregnancy nor its absence is inherently desirable: The occurrence of a pregnancy can be met with joy or despair, and its absence can be a cause of relief or anguish. Whether or not these states are wanted, the conscious and unconscious meanings attached to pregnancy and in fertility, the responses of others, the perceived implications of these states, and one's expectations for the future all are critical factors in determining an individual's response. In addition, both unwanted pregnancy and failure to conceive can be socially stigmatized, evoking both overt and subtle social disapproval. Fur ther, they involve not only the woman, but her partner, and potentially the extended family. Finally, both of these reproductive issues have been poorly researched. Because both are emotionally charged and socially stigmatized events, they are difficult to study. Much of the early literature relied on anecdotal or case reports."

Adopting a unique situation-oriented perspective, this book studies the occurence and control of aggression on the micro-, meso-, and macro-levels of physical and social ecologies. The wide ranging viewpoint clarifies important aspects of all forms of aggression to provide psychologists, sociologists, and criminologists with a powerful aid for treatment and intervention techniques.

This book takes an empirically grounded perspective on research in values, intimacy and sexuality, among other topics in psychology, to highlight the importance of searching for human subjectivity in its diversity, plurality and self-generativity. The author conducts an in-depth discussion on the methodological and epistemological issues enabling the study of subjectivity, and argues that in order to improve the contribution of psychology to human knowledge, a study of subjectivity must be at the forefront.This book presents a critical reflection of the author's decades-long research within psychology to argue for a significant paradigm shift in the conception and execution of psychological research: a shift to "second order psychology".

This book reflects on the various ways in which intelligence can manifest itself in the wide range of diverse contexts in which people live. Intelligence is often viewed as being tantamount to a score or set of scores on a decontextualized standardized intelligence test. But intelligence always acts within a sociocultural context. Indeed, early theorists defined intelligence in terms of adaptation to the environment in which one lives. The tradition of decontextualization is old, dating back to the very beginning of the 20th century with the development of the Binet-Simon Intelligence Scales. This tradition is not only old, however, but obsolete. Because people live in different sociocultural as well as physical environments, intelligence can take somewhat different forms in different places and even at different times. The chapters in this edited volume show that intelligence viewed in the abstract is a somewhat vacuous concept - it needs to be contextualized in terms of people's physical and sociocultural surroundings.

Can a Baby Be an Enemy? Our world is in a deep, prolonged crisis. The threat of global nuclear war, the chronic condition of local wars, the imperilled environment, and mass star vation are among the major forms this crisis takes. The dangers of massive overkill, overexploitation of the environment, and overpopulation are well known, but surprisingly little has been said about their potential interac tions, their bearing upon each other. If there were to be a nuclear confronta tion between today's superpowers, it might not take place in today's world, but in a far less friendly habitat, such as the world may be some decades hence. And it need hardly be added that the era of this particular super power configuration may be waning rapidly, its place to be taken by other international arrangements not necessarily less threatening. To understand and cope with our situation we need correspondingly serious reflection. This volume forms a welcome part of that process. Un avoidably, a large part of our thinking about the issues of human survival must be oriented to physical and biological aspects of the total danger. But it has not escaped the authors of this book that, coupled with these aspects, there are profound psychological dangers, such as loss of the sense of futu rity, moral deterioration, and a fatalistic decline in the will to struggle to protect our home, the Earth."

Psychologist Sharon Lamb and philosopher Jeffrie Murphy argue that forgiveness has been accepted as a therapeutic strategy without serious, critical examination. Chapters by both psychologists and philosophers ask: Why is forgiveness so popular now? What exactly does it entail? When might it be appropriate for a therapist not to advise forgiveness? When is forgiveness in fact harmful?

Social development over one's lifetime is a complex area that has received consider able attention in the psychological, social-psychological, and sociological literature over the years. Surprisingl~ however, since 1969, when Rand McNally published Goslin's Handbook of Socialization, no comprehensive statement of the field has appeared in book form. Given the impressive data in this area that have been adduced over the last two decades, we trust that our handbook will serve to fill that gap. In this volume we have followed a lifespan perspective, starting with the social interactions that transpire in the earliest development stages and progressing through childhood, adolescence, adulthood, and, finall~ one's senior years. In so doing we cover a variety of issues in depth. The book contains 21 chapters and is divided into five parts: I, Theoretical Perspectives; II, Infants and Toddlers; ill, Children and Adolescents; Iv, Adults; and V, The Elderly. Each of the parts begins with introductory material that reviews the overall issues to be considered. Many individuals have contributed to the final production of this handbook. Foremost are our eminent contributors, who graciously agreed to share with us their expertise. We also thank our administrative and technical staff for their assistance in carrying out the day-to-day tasks necessary to complete such a project. Finall~ we thank Eliot Werner, Executive Editor at Plenum, for his willingness to publish and for his tolerance for the delays inevitable in the development of a large handbook.

This volume uses the four-temperament principle - popular sanguine, perfect melancholy, powerful choleric, peaceful phlegmatic - (as popularized by Tim LaHave) to help readers to examine their own strengths and weaknesses and, thus, to understand other people and appreciate what makes them different. Once people know why they get annoyed with those who are constantly late, or can't stand people whose desk is always tidy, then people can start to appreciate their own God-given personality and other people's. The results can affect marriages, work, friendships and churches. Through numerous humorous anecdotes, the author helps readers improve upon their strengths and corrent their weaknesses.

This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.

This book approaches consumer psychology from a unique perspective - it covers the entire lifespan, from birth to old age. Childhood and youth are not discussed as areas special, different and remote from the rest of consumer research but are integrated into our development as humans. Consumption is viewed as a process by groups and individuals with the cycle continuing through to disposal or ownership and possession. The author discusses how people's natural lifespan influences their relationship to the things they own, how preferences are developed from childhood and how motivations for purchases change throughout their lives from childhood to old age. This book brings together the most recent findings and theories on child and youth consumption, including children's understanding of advertising and marketing, teen and youth identities and their consumption tastes. Moving through Erikson's life stages chapters continue on to adulthood, the mid-life 'crisis' and possessions and ownership in older consumers. This is a deeply interdisciplinary work that will be of interest to scholars across the fields of psychology, business and marketing, as well as to the more general consumer.

The quest to comprehend the essence of human nature is as old as the capacity for reflective thought. In this provocative book, Dr. Michael Robbins proposes a new approach that draws upon psychoanalysis but is shaped by awareness of the limits that the particular circumstances of historical epoch, Western culture, male gender, and modal population from which psychoanalysis was derived imposed on its modernist claims to being a universal theory. Dr. Robbins addresses these limitations from the perspective of philosophy of science, focusing on the paradigm shift from logical positivism to the postmodern emphasis on pluralism and on relativistic, contextual, evanescent knowledge. He examines the implications of this shift for neuroscience, psychoanalysis, gender studies, anthropology, and sociology. After considering whether typical personality has changed over time, he studies the cross-cultural diversity of human nature, the relationship of gender to personality, the spectrum of personality variability within Western culture, and the relationship of the contextual embeddedness of the conceiver to his or her theory. He then proposes a dialectical conception of personality based on systems and chaos theories that respects its multiple guises and circumstantial richness of content without abandoning the quest for universal principles.

This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people. Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school.

David W. Krueger illustrates a novel synthesis of fundamental psychodynamic principles with evolving advances in developmental, self, neuropsychological, and attachment theories. Focusing on action symptoms, self object experiences, gender issues, embodiment, somatic symptoms, affect regulation, and ego states, the theoretical innovations are illustrated by vivid case material. Krueger introduces treatment inroads enabling clinicians to hear and articulate arcane messages spoken in metaphor, actualised in symptoms, and encrypted in the body. A fresh conceptualisation from an original thinker, Integrating Body Self and Psychological Self broadens our understanding of the mind and body interplay in the clinical exchange.

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This book breathes new life into the study of liminal experiences of transition and transformation, or 'becoming'. It brings fresh insight into affect and emotion, dream and imagination, and fabulation and symbolism by tracing their relation to experiences of liminality. The author proposes a distinctive theory of the relationship between psychology and the social sciences with much to share with the arts. Its premise is that psychosocial existence is not made of 'stuff' like building blocks, but of happenings and events in which the many elements that compose our lives are temporarily drawn together. The social is not a thing but a flow of processes, and our personal subjectivity is part of that flow, 'selves' being tightly interwoven with 'others'. But there are breaks and ruptures in the flow, and during these liminal occasions our experience unravels and is rewoven. This book puts such moments at the core of the psychosocial research agenda. Of transdisciplinary scope, it will appeal beyond psychosocial studies and social psychology to all scholars interested in the interface between experience and social (dis)order.

This work combines interdisciplinary knowledge and experience from research fields of psychology, linguistics, audio-processing, machine learning, and computer science. The work systematically explores a novel research topic devoted to automated modeling of personality expression from speech. For this aim, it introduces a novel personality assessment questionnaire and presents the results of extensive labeling sessions to annotate the speech data with personality assessments. It provides estimates of the Big 5 personality traits, i.e. openness, conscientiousness, extroversion, agreeableness, and neuroticism. Based on a database built on the questionnaire, the book presents models to tell apart different personality types or classes from speech automatically.