This book contains the fifteen invited papers delivered at the NATO International Conference on Experimental and Behavioral Appro aches to Alcoholism, held August 28 through September 1, 1977, at the Solstrand Fjord Hotel, Os, Norway. The editors of the book were Co-Directors of that conference. As well, 65 other scientists from 12 countries in the free world presented scientific papers on ex perimental and behavioral topics of relevance to alcoholism at the meeting. A most receptive audience of almost 200 persons also par ticipated actively in the discussions which followed every invited and contributed paper. The beauty of Norway, the hospitality of the proprietors of the Sol strand Fjord Hotel, the aura of Grieg and Troldhaugen, the en thusiasm of the speakers and participants - all combined to make the conference most memorable for those who attended it. Many persons and institutions deserve special thanks for their part in the success of the conference. Among these persons are Dr."

There is no shortage of books on behavioral research, on behavioral research on alcoholism, or on behavioral research on alcoholism treatment. Most of the authors of chapters in this book have been involved in the writing of these books. The books and their authors have played an important role in the dramatic increase in the influence of behavioral approaches to one of our society's most troubling human problems. There are not many books, though, which detail the longitudinal course of the behavioral therapies, none doing so for behavior therapy with al coholics and problem drinkers. That this book now appears, then, is a first, made more valuable by the fact that the chapter's authors are both research ers and clinicians, willing and able to combine respect for empirical data with clinical sensitivity and compassion, concern, and commitment for their patients. The chapters in this book reveal important commonalities and telling divergencies in technique, strategy, and treatment tactics. Despite a common perspective on etiology and treatment, the authors of the chapters in this book diverge in criteria for deciding on treatment goal, choice of initial intervention target, the specifics of techniques used, and follow-up proce dures. Common to all, though, is an openness to innovation, a pragmatic appreciation of approaches that work, and a sincere respect for the patient and his or her fundamental desire for a healthy, happier, and more produc tive life.

Sorcerer Rising begins the story of Virgil McDane. Once he was a powerful Wizard, an explorer, scholar, and soldier. Outcast from the Wizard's Guild, stripped of his power and relegated to a lowly Sorcerer, he finds himself more and more desperate. His world is much like our own, only magic is an everyday occurrence. The greatest resource is Aether, patches of raw magic that spawn whole dimensions. Forged from emotion and thought, the possibilities held within these worlds are endless. Some are featureless nightmares, others whole planets filled with their own people, magic, and culture. Only expert mages can extract these otherworldly resources from the mist, namely the Wizards with their global Guild, or Sorcerers, rogue mages powerful enough to work the Aether. Now, a unique phenomenon has provided Virgil with the chance he needs. The Arcus, a column of light and energy that stretches half the world, has landed just outside his home city. Cyrus Aberland, millionaire inventor, is funding an expedition, and with a vendetta against the Guild, he comes looking for a Sorcerer who can do the job. Now Virgil must guide a team of explorers halfway across the world, protect them and himself against the dangerous arcane threats of the world, and reclaim his power.

Hesiod and the Hebrews is an ambitious contribution to contemporary debate about the environment. It steps back into ancient history and analyzes basic views of nature and core concepts in the early Western relationship with the environment. The main hypothesis that the author advances is that there are similarities between early Greek culture and early Hebrew culture. Furthermore, the author argues that this characterization applies to the views of nature of these two cultures, and uses as evidence two representative texts: Hesiod's Works and Days and the Book of Proverbs in the Old Testament. Hesiod and the Hebrews is a prescient work of ecocriticism that will find an audience with all those interested in environmental issues.

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents. Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include: - allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models - service delivery designed to improve competencies of all students - the relationship between general cognitive ability and important life outcomes - the development of viable and enduring educational, family, and community systems to support students - increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling - outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system - all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children - building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.

Secondary analysis has assumed a central position in social science research as existing survey data and statistical computing programs have become increasingly available. This volume presents strategies for locating survey data, provides a comprehensive guide to social science data archives, and describes several major data files. It also reviews research designs for secondary analysis and discusses techniques for managing problems related to variable operationalization, item and sample comparability, sampling error, and the study of rare populations. Researchers of all social science disciplines in both academic and applied settings will find this text extremely useful. The chapter on locating data provides practical information for all secondary analysts, from advanced undergraduates to seasoned researchers. The chapter on making effective use of data introduces certain concepts that require graduate-level statistical training, but the practical problems of data analysis that are presented are ones that all secondary analysts should consider. This dual emphasis makes the volume the most valuable guide to secondary analysis of survey data to come along in recent years.

With its roots in clinical and educational psychology, school psychology is an ever-changing field that encompasses a diversity of topics. The Oxford Handbook of School Psychology synthesizes the most vital and relevant literature in all of these areas, producing a state-of-the-art, authoritative resource for practitioners, researchers, and parents.
Comprising chapters authored by the leading figures in school psychology, The Oxford Handbook of School Psychology focuses on the significant issues, new developments, and scientific findings that continue to change the practical landscape. The handbook's focuses include:
- allegiance to the reciprocal relationship between science and practice to promote problem-solving and enrichment models
- service delivery designed to improve competencies of all students
- the relationship between general cognitive ability and important life outcomes
- the development of viable and enduring educational, family, and community systems to support students
- increasing student diversity and the necessity of increased sensitivity to the influences of social, cultural, political, and legislative variables of schooling
- outlining tenable reasons why, since the end of World War II, children from kindergarten through the secondary grades have generally not been the recipients of a superior or efficient educational system
- all relevant legislation, including the No Child Left Behind Act, and the ongoing question of who or what is responsible for the inadequate academic preparation of inner-city children
- building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies including the promotion of positive mental health and subjective well-being
The scholarship compiled here is a must-read for practitioners, students, and faculty, and an ideal resource for parents seeking a scientific approach to the efficacy of school psychology practices. In both breadth and depth, this handbook promises to serve as the benchmark reference work for years to come.

The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.

Like its predecessors, this fourth edition of A Guide to Treatments That Work offers detailed chapters that review the latest research on pharmacological and psychosocial treatments that work for the full range of psychiatric and psychological disorders, written in most instances by clinical psychologists and psychiatrists who have been major contributors to that literature. Similarly, the standards by which the authors were asked to evaluate the methodological rigor of the research on treatments have also remained the same. Each chapter in A Guide to Treatments That Work follows the same general outline: a review of diagnostic cues to the disorder, a discussion of changes in the nomenclatures from DSM-IV to DSM-5, and then a systematic review of research, most of which has been reported within the last few years, that represents the evidence base for the treatments reviewed. In all, 26 of the volume's 28 chapters review the evidence base for 17 major syndromes. Featuring this coverage is a Summary of Treatments that Work, an extended matrix offering a ready reference by syndrome of the conclusions reached by the chapter authors on treatments that work reviewed in their chapters. New to this edition are two chapters at the beginning of the book. Chapter 1 details two perplexing issues raised by critics of DSM-5: the unrealized potential of neuroscience biomarkers to yield more accurate and reliable diagnoses and the lingering problem of conflicts of interest in pharmaceutical research. Chapter 2 contrasts Native American and western ways of identifying effective treatments for mental and physical disorders, concluding that "evidence-informed culture-based" interventions sometimes constitute best practices in Native communities. Two chapters detailing pharmacological treatments for pediatric bipolar disorder (Chapter 9) and pediatric depressive disorder (Chapter 12) have also been added. More than three quarters of the chapters are written by colleagues who also contributed to most or all of the previous editions. Hence, this new edition provides up-to-date information on the quality of research on treatment efficacy and effectiveness provided by individuals who know the research best.