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This brief, inexpensive text offers great flexibility in teaching
the history of psychology. Used as a stand-alone text or with
readers, this engaging book is noted for its analysis of the
scientific and philosophical emergence of the field as well as its
coverage of contemporary psychology and emerging areas. Readers
appreciate the book's balanced coverage of experimental, applied,
and clinical psychology, as well as the clear and succinct
presentation of the field's major events and schools of thought.
The sixth edition features an expanded pedagogical program with
bolded terms, a complete glossary, more illustrations, and
web-based instructional materials including PowerPoints, a test
bank, discussion questions, and more. Special emphasis has also
been placed on the role of the American Psychological Association
(APA) in the history of psychology. Extensively updated throughout,
the sixth edition features: A revised final chapter with a current
analysis of the state of the field, including the growth of the APA
as well as specialized organizations that promote the science and
profession of psychology, and the push to influence policies that
address global challenges, such as environmental sustainability,
intergroup conflict, health disparities, and the population
explosion. A discussion of the growth in the number and role of
women and ethnic minorities in psychology, and the promotion of
diversity across both demographic and intellectual perspectives.
Recent developments in the growth of neuroscience, cognitive
science, artificial intelligence, and the diversification and
internationalization of psychology. Portraits of some major figures
in the history of psychology, including psychology's first Nobel
Prize winners. Recent and evolving changes in the practice of
psychology, including more emphasis on "evidence-based practice,"
prescription privileges, and the emergence of the importance of
psychological practice in health care. Recent changes in the APA,
including new divisions and new elected officials and its emerging
focus on advocacy. Used independently or as a supplement with
readers, this brief text is intended for undergraduate and graduate
courses on the history of psychology. Due to its brevity and
engaging style, the book can be used in introductory courses to
introduce students to the field. The enormous index and substantial
glossary make this volume a useful desk reference for psychology
and related disciplines.
During the twentieth century, new neurobehavioral diseases appeared
or were described for the first time. Exposure to certain toxins or
noxious environments, for example, produced illnesses that did not
exist before the twentieth century. In addition, established
illnesses were reconceptualized with regard to their cause or
neurobiological basis. Autism, for instance, was described for the
first time during the twentieth century and may not have existed
previously. Its cause was subsequently reconceptualized from a
disorder related to inadequate parenting, to a brain disorder with
possible genetic causes. These major new and reconceptualized
disorders are reviewed in this book with regard to their
neurocognitive characteristics, causes, and outcome. Disorders
covered include ADHD in adults, Lewy Body Dementia, autism,
multiple chemical sensitivity, deployment syndromes found in
veterans of the Persian Gulf and Afghanistan wars, effects of low
birth weight, neurobehavioral respiratory disorders, PTSD, and
comorbid disorders such as depression and brain injury. The expert
reviews of these disorders give balanced coverage of the ongoing
and often controversial research findings that continue to generate
much professional and public interest. This volume provides an
essential resource for researchers, instructors, and clinicians in
the fields of neuropsychology, psychiatry, behavioral neurology,
neuroscience, toxicology, as well as the informed general public
concerned and affected by these disorders.
This brief, inexpensive text offers great flexibility in teaching
the history of psychology. Used as a stand-alone text or with
readers, this engaging book is noted for its analysis of the
scientific and philosophical emergence of the field as well as its
coverage of contemporary psychology and emerging areas. Readers
appreciate the book's balanced coverage of experimental, applied,
and clinical psychology, as well as the clear and succinct
presentation of the field's major events and schools of thought.
The sixth edition features an expanded pedagogical program with
bolded terms, a complete glossary, more illustrations, and
web-based instructional materials including PowerPoints, a test
bank, discussion questions, and more. Special emphasis has also
been placed on the role of the American Psychological Association
(APA) in the history of psychology. Extensively updated throughout,
the sixth edition features: A revised final chapter with a current
analysis of the state of the field, including the growth of the APA
as well as specialized organizations that promote the science and
profession of psychology, and the push to influence policies that
address global challenges, such as environmental sustainability,
intergroup conflict, health disparities, and the population
explosion. A discussion of the growth in the number and role of
women and ethnic minorities in psychology, and the promotion of
diversity across both demographic and intellectual perspectives.
Recent developments in the growth of neuroscience, cognitive
science, artificial intelligence, and the diversification and
internationalization of psychology. Portraits of some major figures
in the history of psychology, including psychology's first Nobel
Prize winners. Recent and evolving changes in the practice of
psychology, including more emphasis on "evidence-based practice,"
prescription privileges, and the emergence of the importance of
psychological practice in health care. Recent changes in the APA,
including new divisions and new elected officials and its emerging
focus on advocacy. Used independently or as a supplement with
readers, this brief text is intended for undergraduate and graduate
courses on the history of psychology. Due to its brevity and
engaging style, the book can be used in introductory courses to
introduce students to the field. The enormous index and substantial
glossary make this volume a useful desk reference for psychology
and related disciplines.
This book is the culmination of a research program conducted in
Colombia during the past several years. The fundamental aim of the
program was to develop neuropsychological tests for Spanish
speakers, especially elderly individuals and those with limited edu
cational attainment. The lack of norms for these populations repre
sents a significant practical problem not only in developing
countries but also in more developed countries. For example, norms
are usually obtained with middle-class Anglo-Saxon English-speaking
popula tions, often university students, and such norms do not
usually include individuals older than 65 years. Furthermore, very
few neuro psychological tests have been developed for Spanish
speakers; fre quently, tests are translated into Spanish (often
poor translations at that), but the norms used are still those
obtained from English speaking populations. This volume summarizes
the normative results of this research program. We anticipate that
these tests and norms will be particularly useful in the
neuropsychological evaluation of Spanish speakers, especially those
with limited educational attainment, and the elderly. The United
States represents the fifth largest Spanish-speaking coun try in
the world (after Mexico, Spain, Argentina, and Colombia), with over
20 million speakers. It is anticipated that by the year 2025 there
will be as many Hispanics in the United States as members of all
other ethnic minority groups combined. Further, about 10% of the U.
S. population are considered functionally illiterate, with
Hispanics rep resenting an unusually large segment.
The growth of clinical neuropsychology has been unprecedented. This
growth has been oriented more toward the provision of than toward
the foundation for services. Thus, while a greater number of
psychologists are performing a greater number of neuropsychological
procedures, there seems to us an uneven parallel growth between
these services and the empirical foundations for them. It should
come to no one's surprise that increasingly aggressive attacks on
the field have been leveled. Despite these attacks, clinical
neuropsychology con tinues to enjoy exceptional growth within
psychology and acceptance by other health practitioners, insurance
companies, legislators, judges, juries, and above all, consumers of
our services. Growth without self-reflection is a dangerous
enterprise, as is growth without directions. We find it
disconcerting that existing and limited "self analysis" has assumed
that neuropsychological dysfunction is immune to the same variables
that affect psychological dysfunction. Some attention has been paid
to the most obvious ones, such as age, but all others have been
ignored and/ or misunderstood. This neglect has spawned a body of
knowledge replete with questionable data and unfounded conclusions.
Hence, it is surprising that clinical neuropsychologists consider
themselves to be more scientifically sound than their regular
clinical counterparts.
This book is the culmination of a research program conducted in
Colombia during the past several years. The fundamental aim of the
program was to develop neuropsychological tests for Spanish
speakers, especially elderly individuals and those with limited edu
cational attainment. The lack of norms for these populations repre
sents a significant practical problem not only in developing
countries but also in more developed countries. For example, norms
are usually obtained with middle-class Anglo-Saxon English-speaking
popula tions, often university students, and such norms do not
usually include individuals older than 65 years. Furthermore, very
few neuro psychological tests have been developed for Spanish
speakers; fre quently, tests are translated into Spanish (often
poor translations at that), but the norms used are still those
obtained from English speaking populations. This volume summarizes
the normative results of this research program. We anticipate that
these tests and norms will be particularly useful in the
neuropsychological evaluation of Spanish speakers, especially those
with limited educational attainment, and the elderly. The United
States represents the fifth largest Spanish-speaking coun try in
the world (after Mexico, Spain, Argentina, and Colombia), with over
20 million speakers. It is anticipated that by the year 2025 there
will be as many Hispanics in the United States as members of all
other ethnic minority groups combined. Further, about 10% of the U.
S. population are considered functionally illiterate, with
Hispanics rep resenting an unusually large segment."
The growth of clinical neuropsychology has been unprecedented. This
growth has been oriented more toward the provision of than toward
the foundation for services. Thus, while a greater number of
psychologists are performing a greater number of neuropsychological
procedures, there seems to us an uneven parallel growth between
these services and the empirical foundations for them. It should
come to no one's surprise that increasingly aggressive attacks on
the field have been leveled. Despite these attacks, clinical
neuropsychology con tinues to enjoy exceptional growth within
psychology and acceptance by other health practitioners, insurance
companies, legislators, judges, juries, and above all, consumers of
our services. Growth without self-reflection is a dangerous
enterprise, as is growth without directions. We find it
disconcerting that existing and limited "self analysis" has assumed
that neuropsychological dysfunction is immune to the same variables
that affect psychological dysfunction. Some attention has been paid
to the most obvious ones, such as age, but all others have been
ignored and/ or misunderstood. This neglect has spawned a body of
knowledge replete with questionable data and unfounded conclusions.
Hence, it is surprising that clinical neuropsychologists consider
themselves to be more scientifically sound than their regular
clinical counterparts."
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