The first edition of Personality Assessment provided an overview of the most popular self-report and performance-based personality assessment instruments. The chapter authors were key members in creating or developing the research base for the eight test instruments covered in the book. The text was geared with graduate-level clinical, school, and counseling psychology courses in mind. While still retaining all the attractive features of the first edition, this revision will reflect the advances in the field since 2008. Chapter contributors updated and expanded on reliability and validity data, clinical utility, multicultural considerations, and implications for therapeutic assessment. Another distinctive feature of this second edition is a companion website that features ancillary materials such as PowerPoints and test banks.

First published in 1998, this volume offers some solutions to the inherent difficulties with moving from philosophical generalities to specific policies, by exploring how a bridge might be built between political philosophy and social policy analysis. In light of these findings, Steven R. Smith evaluates the relationship between the Centre-Left and the New Right, focusing on the way in which concepts of individual autonomy and equality are used by political philosophers and social policy makers. Smith explores post-1945 training, education, social security and community care policy within the United Kingdom.

First published in 1998, this volume offers some solutions to the inherent difficulties with moving from philosophical generalities to specific policies, by exploring how a bridge might be built between political philosophy and social policy analysis. In light of these findings, Steven R. Smith evaluates the relationship between the Centre-Left and the New Right, focusing on the way in which concepts of individual autonomy and equality are used by political philosophers and social policy makers. Smith explores post-1945 training, education, social security and community care policy within the United Kingdom.

The analysis of social and public policy and professional practice has become increasingly theoretical in recent years. This volume draws together experienced practitioners and academics in social work, probation and counselling, as well as from other forms of legal and social practice, to better understand the relationship between theory, policy and practice. The contributors argue that the use of theory in studying policy and practice is overall a positive and necessary development. However, they also highlight and explore a number of methodological problems and philosophical issues for critical reflection: c The often inaccessible nature of abstract theoretical argument c Perceived problems of relevance and applicability to practice given the structure and purpose of theoretical modelling; c Philosophical difficulties and questions when applying theoretical generalization to policy and practice. The authors address these problems in a style fully accessible to non-theorists, offering a unique multi-disciplinary resource for students, academics, policy analysts and practitioners.

This book highlights assessment techniques, issues, and procedures that appeal to practicing clinicians. Rather than a comprehensive handbook of various tests and measures, The Clinical Assessment of Children and Adolescents is a practitioner-friendly text that provides guidance for test selection, interpretation, and application. With topics ranging from personality assessment to behavioral assessment to the assessment of depression and thought disorder, the leaders in the field of child and adolescent measurement outline selection and interpretation of measures in a manner that is most relevant to clinicians and graduate students. Each chapter makes use of extensive case material in order to highlight issues of applicability.

The analysis of social and public policy and professional practice has become increasingly theoretical in recent years. This volume draws together experienced practitioners and academics in social work, probation and counselling, as well as from other forms of legal and social practice, to better understand the relationship between theory, policy and practice. The contributors argue that the use of theory in studying policy and practice is overall a positive and necessary development. However, they also highlight and explore a number of methodological problems and philosophical issues for critical reflection: c The often inaccessible nature of abstract theoretical argument c Perceived problems of relevance and applicability to practice given the structure and purpose of theoretical modelling; c Philosophical difficulties and questions when applying theoretical generalization to policy and practice. The authors address these problems in a style fully accessible to non-theorists, offering a unique multi-disciplinary resource for students, academics, policy analysts and practitioners.

One of the challenges the field of clinical neuropsychology faces is to develop an assessment process that is relevant and responsive to the needs of patients. Indeed, it has been suggested that the survival of neuropsychology as a clinical discipline may be threatened due to an overemphasis on diagnosing cognitive deficits as opposed to developing methods that meet patients needs. One way to meet this need is for psychologists to extend their services by developing clinical interventions that contribute to enhancing patients cognitive and emotional well-being. Providing feedback from the results of neuropsychological tests is one method suggested as a way to enhance patient care and satisfaction with the assessment process while providing a link between clinical assessment and therapeutic interventions.

In current practice, providing feedback to patients about the results of neuropsychological assessments has been considered an optional procedure by clinicians and thus received little attention in the literature. Yet there is evidence that when feedback is provided to patients the effects are overwhelmingly positive. Feedback provides a bridge between assessment and treatment by facilitating the development of applicable treatment plans. There is no agreed upon conceptual framework for providing feedback from neuropsychological assessment, although researchers have made recommendations. However, these recommendations have done little to affect clinical practice and training despite the fact that including patient-oriented feedback enhances the likelihood that neuropsychological assessment will remain a relevant and important component of patient care. The purpose of this proposed book is to first describe developments in methods of neuropsychological assessment feedback that involve active collaboration with patients in an open exchange of information and results. Second, we will present a comprehensive model for conducting neuropsychological assessment feedback. The authors of this book are expert clinical practitioners and academic researchers who are at the forefront of the development and implementation of Collaborative Therapeutic Neuropsychological Assessment methods. Table of contents follows."

One of the challenges the field of clinical neuropsychology faces is to develop an assessment process that is relevant and responsive to the needs of patients. Indeed, it has been suggested that the survival of neuropsychology as a clinical discipline may be threatened due to an overemphasis on diagnosing cognitive deficits as opposed to developing methods that meet patients needs. One way to meet this need is for psychologists to extend their services by developing clinical interventions that contribute to enhancing patients cognitive and emotional well-being. Providing feedback from the results of neuropsychological tests is one method suggested as a way to enhance patient care and satisfaction with the assessment process while providing a link between clinical assessment and therapeutic interventions.

In current practice, providing feedback to patients about the results of neuropsychological assessments has been considered an optional procedure by clinicians and thus received little attention in the literature. Yet there is evidence that when feedback is provided to patients the effects are overwhelmingly positive. Feedback provides a bridge between assessment and treatment by facilitating the development of applicable treatment plans. There is no agreed upon conceptual framework for providing feedback from neuropsychological assessment, although researchers have made recommendations. However, these recommendations have done little to affect clinical practice and training despite the fact that including patient-oriented feedback enhances the likelihood that neuropsychological assessment will remain a relevant and important component of patient care. The purpose of this proposed book is to first describe developments in methods of neuropsychological assessment feedback that involve active collaboration with patients in an open exchange of information and results. Second, we will present a comprehensive model for conducting neuropsychological assessment feedback. The authors of this book are expert clinical practitioners and academic researchers who are at the forefront of the development and implementation of Collaborative Therapeutic Neuropsychological Assessment methods. Table of contents follows."

The first edition of Personality Assessment provided an overview of the most popular self-report and performance-based personality assessment instruments. The chapter authors were key members in creating or developing the research base for the eight test instruments covered in the book. The text was geared with graduate-level clinical, school, and counseling psychology courses in mind. While still retaining all the attractive features of the first edition, this revision will reflect the advances in the field since 2008. Chapter contributors updated and expanded on reliability and validity data, clinical utility, multicultural considerations, and implications for therapeutic assessment. Another distinctive feature of this second edition is a companion website that features ancillary materials such as PowerPoints and test banks.

This book highlights assessment techniques, issues, and procedures that appeal to practicing clinicians. Rather than a comprehensive handbook of various tests and measures, The Clinical Assessment of Children and Adolescents is a practitioner-friendly text that provides guidance for test selection, interpretation, and application. With topics ranging from personality assessment to behavioral assessment to the assessment of depression and thought disorder, the leaders in the field of child and adolescent measurement outline selection and interpretation of measures in a manner that is most relevant to clinicians and graduate students. Each chapter makes use of extensive case material in order to highlight issues of applicability.

This book provides important philosophical insights concerning the kind of creatures we are such that we can experience something we understand as well-being, with these insights then being applied to various areas of social policy and welfare practice. The author defends what he calls The Ontology of Well-Being Thesis (TOWT), addressing ontological questions about the human condition, and how these questions are fundamental to issues concerning what we might know about human well-being and how we should promote it. Yet, surprisingly, these ontological questions are often side-lined in academic, political, and policy and practice based debates about well-being. Addressing these questions, head-on, six features of the human condition are identified via TOWT: human embodiment, finiteness, sociability, cognition, evaluation, and agency. The main argument of the thesis is that these features reveal the conflicting character of human experiences, which can, in turn, have a profound bearing on our experience of well-being. Notably, it is our conflicting experiences of time, emotion, and self-consciousness, which can potentially help us experience well-being in complex and multi-dimensional ways. The author then applies these insights to various social policies and welfare practices, concerning, for example, pensions, disability, bereavement counselling, social prescribing within health settings, the promotion of mental health, and co-production practices. This book is of importance to philosophers, social policy analysts, and welfare practitioners and is also relevant to the fields of psychology, sociology, politics, and the health sciences.

Managers/supervisors often are promoted into these positions because of their good technical or professional skills, not because of any skills managing people or departments. To make matters worse, most receive no management training, so they don't know what to do, how to do it, or why- and the usual result is failure. This is a giant problem across all businesses, and this book was written to help solve it. Managing for Success is for managers/supervisors who want to understand what their job really is, what their most important duties are, and what they must focus on to become a good manager leading to a successful department. It includes the best ideas the author found and applied throughout his 42-year career with 15 different companies. The practical advice given is concise (150 pages) but covers most of the manager/supervisor's primary responsibilities including hiring, real motivation, goal setting, delegation, coaching, decision making, performance reviews, staff meetings, building trust, and much more. Other Chapters cover workplace issues, managing a department, managing individuals, and managing your boss. The standard management functions: planning, organizing, influencing and controlling are discussed. Buy and read the book; once you understanding and apply the ideas presented, you too can become a successful and appreciated manager.

This comprehensive new volume on psychology and the law is an essential reference for students and professionals. It offers the most up-to-date information on issues such as malpractive, confidentiality, jury selection, punishment, competency, and the right to refuse treatment.

Two well-known professionals, a lawyer and a clinical psychologist, have teamed up to write this judiciously balanced, clearly presented, and accessible guide to an ever more complex subject. they answer such questions as: What does a lie detector test really tell you? Can law enforcement officials use hypnosis to investigate a crime? Is eyewitness testimony the most reliable and persuasive evidence? Are we living in a more punitive society?

These and other issues are dealt with in a concise, readable manner, one that tells readers how to approach the problems with arise in day-today practive as well as how to think about the fundamental current ethical and legal issues.

Meticulously researched and documented, this important new volume offers a lively presentation, one which is "must" reading for students of law, and for professionals in both fields who want a complete reference guide.

This books offers a unique comparative perspective on the development of service programs for victims of four major violent crimes: child abuse, spouse abuse, rape, and crimes against the elderly. The study analyzes the evolution of federal policy in each area and examines the ways in which federal initiatives and federal funding affected the focus and financial stability of victim service programs. This book argues that the four issues were profoundly affected by the public policy process, the varied definition of the issues shaped by ways in which public funding was distributed. The book takes a broad view of the policymaking process--to include all branches of the federal government, as well as state and local government, the courts, and voluntary grass-roots organizations. This books offers a unique comparative perspective on the development of service programs for victims of four major violent crimes: child abuse, spouse abuse, rape, and crimes against the elderly. The study analyzes the evolution of federal policy in each area and examines the ways in which federal initiatives and federal funding affected the focus and financial stability of victim service programs. This book argues that the four issues were profoundly affected by the public policy process, the varied definition of the issues shaped by ways in which public funding was distributed. The book takes a broad view of the policymaking process--to include all branches of the federal government, as well as state and local government, the courts, and voluntary grass-roots organizations. While offering concrete information about four specific victims' policies, the book also presents very important theoretical generalizations about the policymaking process and about the effect, over time, of that process on the definition and articulation of social problems in general.

This comprehensive new volume on psychology and the law is an essential reference for students and professionals. It offers the most up-to-date information on issues such as malpractive, confidentiality, jury selection, punishment, competency, and the right to refuse treatment. Two well-known professionals, a lawyer and a clinical psychologist, have teamed up to write this judiciously balanced, clearly presented, and accessible guide to an ever more complex subject. they answer such questions as: What does a lie detector test really tell you? Can law enforcement officials use hypnosis to investigate a crime? Is eyewitness testimony the most reliable and persuasive evidence? Are we living in a more punitive society? These and other issues are dealt with in a concise, readable manner, one that tells readers how to approach the problems with arise in day-today practive as well as how to think about the fundamental current ethical and legal issues. Meticulously researched and documented, this important new volume offers a lively presentation, one which is must reading for students of law, and for professionals in both fields who want a complete reference guide.