First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

"Like a Bridge over Troubled Waters" The surge of current interest in the interface between clinical and social psychology is well illustrated by the publication of a number of general texts and journals in this area, and the growing emphasis in graduate programs on providing training in both disciplines. Although the bene fits of an integrated clinical-social approach have been recognized for a number of years, the recent work in this area has advanced from the oretical extrapolations of social psychological models to clinical issues to theory and research that is based on social principles and conducted in clinical domains. It is becoming increasingly common to find social psy chologists pursuing research with clinical populations and clinical psy chologists investigating variables that have traditionally been in the realm of social psychology. A major area of interface between the two disciplines is in research and theory concerned with how individuals respond to negative events. In addition to the trend toward an integrated clinical-social approach, the growing body of literature in this area reflects the explosion of cur rent interest in the area of health psychology; work by clinical and social psychologists on the topics of stress and coping has been one of the major facets of this burgeoning field. The purpose of the present volume is to provide a common forum for recent advances in the clinical and social literature on responses to negative life outcomes."

Building on our prior ISA-based Palgrave pivot, the aims of the book are twofold. One, to showcase a newly developed App as a tool in the use of Identity Structure Analysis (ISA) for researchers interested in identity. Second, the book will focus on the use, of a counselling supervision ISA instrument in order to highlight the benefits of ISA for professional development (PD) for any profession. The idea is that any researcher interested in professional and or personal development would be able to use the proposed book to aid them in either a supervision style process of development or the more standard one-to-one annual/biannual approach to PD. Through using ISA in PD, the book and its attendant analyses will encourage discussion, facilitate openness, and highlight potential issues that may lead to burnout, mental health issues, leaving a profession or additional risks. That is, the book will be oriented to informing researchers as to the potential ISA, the App, and the supervision instrument hold for directing PD.

The chapters presented here provide the reader with an awareness of the divergent views of what constitutes racism and frameworks for reducing it. This book points out that the dialogue and research on this subject since the mid-1970s have yielded increased contro versy over the theories, foundation, and continued existence of racism. Ironically, what we viewed in the 1954Brown decision and the Civil Rights Act of 1964as the beginning of the end of racism turned out to be the beginning of confusion over the course of action to ensure societal acceptance of political mandates. Hence, the title of this book captures the essence of the emotional core of any forum for examining racism, past and present. One of the most controversial forums has been that ofeducation, beginning with the D.S. Supreme Court's 1954ruling in Brown v. Board oi Education. Behind every event that has spawned controversy is a profile in courage. It was not a simple decision for the players in the scenario of the Brown v. Board oi Education case to step forward and present themselves as evidence of discrimination. Blackparents supported by black organizations viewed this legal action as a chance for equal opportunity. Yet, the 1950s were a time when black communities were pained by the thought that bigotry and institutional racism would forever stand in the way of their achieving equality."

“Groundbreaking research . . . Women Who Think Too Much tells why overthinking occurs, why it hurts people, and how to stop.” —USA Today

It’s no surprise that our fast-paced, overly self-analytical culture is pushing many people—especially women—to spend countless hours thinking about negative ideas, feelings, and experiences. Renowned psychologist Dr. Susan Nolen-Hoeksema calls this overthinking, and her groundbreaking research shows that an increasing number of women—more than half of those in her extensive study—are doing it too much and too often, leading to sadness, anxiety, and depression. She challenges the assumption—heralded by so many pop-psychology pundits of the last several decades—that constantly expressing and analyzing our emotions is a good thing.

In Women Who Think Too Much, Nolen-Hoeksema shows us what causes so many women to be overthinkers and provides concrete strategies that can be used to escape these negative thoughts, move to higher ground, and live more productively. Women Who Think Too Much will change lives, and is destined to become a self-help classic.

This volume examines the psychological factors, environments, and social factors contributing to identification with extremist identities and ideologies. Incorporating recent findings on interpersonal relationships, emotions, and social identity, the book aims to improve understanding of what makes individuals vulnerable to extremism. It concludes with a discussion of the intricacies of identification with extremist groups, a proposal for de-radicalization, and a call for awareness as a means to resist polarization. Chapters highlight interdisciplinary research into specific concepts and behaviors that can lead to extremism, addressing topics such as: Homogamy, tribalism and the desire to belong Shared hatred in strong group identities The impact of emotional contagion on personal relationships Dehumanization across political party lines An in-depth exploration of an increasingly divisive modern issue, The Psychology of Extremism is an essential resource for researchers and students across social psychology, sociology, political psychology, and political science.

The wide-ranging scope of the "Handbook of Life-Course Criminology "covers genetics and environment, child offenders and late bloomers, the impact of school and peers, lifelong and time-limited criminal careers, and qualitative and quantitative methodologies. This unique "Handbook "is further set apart by its dual coverage of the leading edge of current research and innovative directions for future work in the field.
Pathways to crime have been a central concept of criminology from its inception. Accordingly, a lifespan approach to the field has replaced earlier biological and sociological perspectives with a more nuanced understanding of offender behavior and a wider lens of study. The contributions to this "Handbook" break down issues of criminal and antisocial behavior from early childhood to late adulthood, examining developmentally targeted prevention and intervention strategies and reviewing emerging trends in research. Among the topics:

. Childhood: including physical aggression in childhood, pre- and peri-natal development, and environment.

. Adolescence: the impact of schooling, unstructured time with peers, gang membership and peer networks.

. Adulthood: Adult onset crime, unemployment in emerging adulthood, crime and adult outcomes.

. Prevention and Intervention: community programs, lifetime intervention strategies, re-entry.

This volume will be a valuable piece for researchers in Criminology and Criminal Justice as well as related disciplines such as Sociology, Developmental Psychology, and Social Policy. It will serve as an important reference for the current state of research, as well as a roadmap for future scholars.

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""This impressive Handbook provides comprehensive coverage of key developmental and life course issues in criminology from birth to adulthood, including biology, genetics, gangs, schools, neighborhoods, adult onset, desistance, and interventions. The research recommendations in each chapter are especially important, and they should stimulate advances in knowledge for many years to come. This Handbook should be required reading for all criminologists."
"David P. Farrington, Professor of Psychological Criminology, Cambridge University, Cambridge, UK" "

""In just a few decades developmental criminology has become the dominant intellectual force in criminology. This volume demonstrates why. It provides incisive reviews of important themes in developmental criminology. More importantly, it lays out rich agendas for future research that should inspire the next generation of developmental criminologists."
"Daniel S. Nagin," " Teresa and H. John Heinz III University Professor of Public Policy and Statistics, Carnegie Melon University, Pittsburgh, PA, USA "

A guide to rediscovering niceness as one of the highest of all human achievements. Many books seek to make us richer or thinner. This book wants to help us to be nicer: less irritable, more patient, readier to listen, warmer and less prickly. Niceness may not have the immediate allure of money or fame, but it is a hugely important quality nevertheless, and one that we neglect at our peril. On Being Nice gently leads us around the key themes of the often-forgotten quality of being nice. It discusses how to be charitable, how to forgive, how to be natural and how to reassure, as well as the importance of navigating interpersonal relationships with compassion and kindness. Ultimately, the book encourages us to understand that niceness is compatible with strength and is not an indicator of naivety. Praise for On Being Nice 'If every human could read this book perhaps the world would be a little better and kinder.' 'An exceptional book that offers a guide to everyone on the lost art of being nice... littered with wisdom, backed up with recognisable real-world examples of how to be warmer, kinder, more patient and more available to the other people we share the world with.'

'Will Storr is one of our best journalists of ideas ... The Status Game might be his best yet' James Marriott, Books of the Year, The Times What drives our political and moral beliefs? What makes us like some things and dislike others? What shapes how we behave, and misbehave, in groups? What makes you, you? For centuries, philosophers and scholars have described human behaviour in terms of sex, power and money. In The Status Game, bestselling author Will Storr radically turns this thinking on its head by arguing that it is our irrepressible craving for status that ultimately defines who we are. From the era of the hunter-gatherer to today, when we exist as workers in the globalised economy and citizens of online worlds, the need for status has always been wired into us. A wealth of research shows that how much of it we possess dramatically affects not only our happiness and wellbeing but also our physical health - and without sufficient status, we become more ill, and live shorter lives. It's an unconscious obsession that drives the best and worst of us: our innovation, arts and civilisation as well as our murders, wars and genocides. But why is status such an all-consuming prize? What happens if it's taken away from us? And how can our unquenchable thirst for it explain cults, moral panics, conspiracy theories, the rise of social media and the 'culture wars' of today? On a breathtaking journey through time and culture, The Status Game offers a sweeping rethink of human psychology that will change how you see others - and how you see yourself.

First published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

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.

In the last decade, a great variety and volume of scholarly work has appeared on mind-wandering, a mental process involving a vast range of human life, connected with "first-person perspective" and "personhood", submental thinking, mental autonomy, etc. While different and emerging features that flow into and out of one another (second field, mental travel, visual imagery, inner speech, unspecific memory, autobiographical memory, fantasies, introspection, etc.) and negative and positive approaches seem to describe mind-wandering, we offer an interdisciplinary theoretical and empirically informed and informative overview on mind-wandering studies and methodologies oriented toward the educational field. The aim is to transform and enrich the debate on mind-wandering but also to show how theoretical arguments and research findings could inform the teaching-learning context. This groundbreaking book, moves along three representations of developed scientific knowledge: imaginary lines, circles and spirals. The first section, "The Lines", develops new lines of inquiry on attention (selective and sustained) and mind-wandering, the influence of age and mind-wandering, embodiment, consciousness and experience and mind-wandering. In the second section, the "Circles", groups of Chapters on the same topic, methodology (tasks and measurement), intervention (auditory beat stimulation and mindfulness practices) and creativity, recreate a dance of interacting parts in which there are always profitable, decisive and retroactive exchanges between the information that each group or author activates. The last section, "The Spirals", critically discusses the absence of a unified theoretical perspective, in the pedagogical field, attentive both to the processes of emergence and the interactions between parts.

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 book explores the Complementary Management Model. Building on extensive theoretical considerations on management and leadership, it outlines the seven elements of the model: the management actors (1) jointly fulfil management tasks (2) serving two management functions (3) by performing management routines (4) and applying formal management instruments (5), which requires management resources (6) and management unit structures (7). The key mechanisms of Complementary Management include the primacy of employee self-leadership, compensatory interventions of the line manager in the absence of such self-steerage, and active roles for senior managers and HR advisors in the management/leadership process. The Complementary Leadership Model is practice-oriented and offers a coherent conceptual basis for corporate models (= principles and guidelines) of management and leadership. The book describes the process for developing and introducing such guidelines and backs this up with project recommendations. It is aimed at all those interested in theory, but especially HR professionals and managers who shape management and leadership in their organizations and are looking for compelling theoretical foundations for their work.

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.

Written at a time of global pandemic, when we have been forced to confront age-old existential questions-Why are we here? Where are we going?-perhaps for the first time, Quo Vadis? is extraordinarily relevant to leaders, managers and anyone who wants to bring meaning and authenticity into their work and life. Manfred Kets de Vries argues that we need to address these fundamental and disturbing questions if we are to live fully and meaningfully. Too many people wake up on a Monday morning and do the same things they have done every Monday. They go to work and function on autopilot without questioning their purpose. But how can we make sure our lives are rich and fulfilling? How do we know we're on the right track? This is a book about death and the fear of death, about angst and absurdity; but it is also about endurance, honesty, well-being, responsibility, living with hard truths, creating meaning-and happiness. Quo Vadis? makes us look full on at the things we prefer not to see. It is a short book that pulls no punches but is far from bleak. Instead, Kets de Vries shows that our life is enriched, and our ability to make meaning and find happiness is increased, when we acknowledge the inevitable price we have to pay for knowing our own mind and understanding our inevitable end.

This book uses belonging as a lens through which to understand women students' experiences of studying for a doctorate, exploring the impact of academic cultures on career aspirations. Drawing on discourses of neoliberalism and academic identities, it makes a valuable contribution to ongoing discussions of gender inequality in the academy. Based on data gathered from women doctoral students in the UK, this book offers a contemporary, research-informed understanding of the doctorate as an inherently gendered experience, which has implications for individuals, academic institutions, and for the future of the academic sector. The book will be of interest to academics working in the area of doctoral education, doctoral supervisors and those involved in doctoral student support, including researcher developers and individuals working in graduate schools, as well as doctoral students themselves.

This book engages in a critical discussion on how to respect and promote patients' autonomy in difficult cases such as palliative care and end-of-life decisions. These cases pose specific epistemic, normative, and practical problems, and the book elucidates the connection between the practical implications of the theoretical debate on respecting autonomy, on the one hand, and specific questions and challenges that arise in medical practice, on the other hand. Given that the idea of personal autonomy includes the notion of authenticity as one of its core components, the book explicitly includes discussions on underlying theories of the self. In doing so, it brings together original contributions and novel insights for "applied" scenarios based on interdisciplinary collaboration between German and Serbian scholars from philosophy, sociology, and law. It is of benefit to anyone cherishing autonomy in medical ethics and medical practice.

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.

This book presents a discussion on Chinese people's internal and external psychologies and logics, as well as the respective stage of social development and cultural context they were raised in, and from sociological, social psychological, and cultural anthropological perspectives. In particular, the book explores the relationship between Chinese people's behaviors and China's social and cultural structure. It puts forward a theoretical framework for the analysis of Chinese social behaviors, which is based on the realistic aspects of Chinese people's day-to-day-lives. The book also concludes that any attempt to study Chinese psychologies and behaviors should "seek the constant among the changes, or at least those aspects that are hardest to change" and investigate the context and background, which can provide a point of departure for current and future research.

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."