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Self Change: Social Psychological and Clinical Perspectives
examines cognitive and motivational factors affecting the intention
to seek change, processes involved in the initiation and
maintenance of change, the role of social networks as facilitators
or inhibitors of change, and measurement and assessment of personal
change. At any given moment millions of people are contemplating
changing various aspects of themselves; a general theory on
volitional change is sorely needed. This book, which is of interest
to social psychologists, clinical psychologists and
psychotherapists, to researchers and practitioners, is a
significant contribution to a more thorough understanding of self
change.
Large Group Awareness Training: An Historical Context Groups
associated with the human potential movement have been a
controversial feature of American life during the last three
decades. In the 1950's and 1960's, the movement was dominated by
various types of small groups (SGs), which included sensitivity
training groups, encounter groups, as well as several others (see
Lieberman, Yalom, & Miles, 1973). Some people viewed SGs as an
effective means for attaining personal and organizational growth,
and Carl Rogers, one of the founders of this movement, labeled
small groups as . . the most rapidly spreading social invention of
the century, and probably the most potent" (Rogers, 1970). In
contrast, others attacked SGs as "the most extreme exhibition thus
far of man's talent for reducing, distorting, evading, and
vulgarizing his own reality" (Koch, 1973, p. 639). Nevertheless,
SGs generally became an accepted tool for personal development and
were incorporated into university curricula and mana gerial
training programs. During the 1970's the prevalence and appeal of
SGs declined (cf. Back, 1978), and at about the same time, large
group awareness training programs (LGATs) appeared. ' LGATs are
offered to the general public by profit-making or ganizations and
examine philosophical, psychological and ethical issues concern ing
personal effectiveness, decision-making, personal responsibility
and commit ment After addressing these topics, participants are
encouraged to apply their recently attained insights to their
lives."
Bell et al's Environmental Psychology is considered to be the most
authoritative textbook available for this course. It is the only
environmental psychology book to appear in five editions. It is
noted for its focus on the application of science and theory to the
solution of problems involving natural and altered environments.
The book reviews the application of practical solutions to everyday
environmental problems. The authors integrate theory, research, and
application using their unifying, eclectic model to demonstrate
human-environment interaction. The book reviews how we are a
product of our environment, our biology, and the interaction of the
two. It discusses how our physical environment such as noise and
weather impact us. It also reviews how we can modify our
environment through design principles such as aesthetics, and how
we modify our environment when we disregard the impact other people
and/or elements have on our ecological system. Each chapter
addresses both micro and macro- environmental influences, including
the short- and long-term effects of both. The opening chapter
provides a historical context and introduces the reader to the
research methods central to the discipline. The next 4 chapters
introduce environmental attitudes, values, and ethics and the
principles that apply to environmental assessment; models of
perception & cognition, including how we process and store
environmental information; and the major theories of
human-environment interaction. The next 6 chapters explore a
variety of environmental influences such as noise, climate, natural
disasters (including the effects of pollution), crowding, and city
life, and how they impact us. The next 2 chapters examine how
environmental psychology principles can be applied to residences,
institutional settings (i.e.schools) and work and leisure
environments. The book concludes with a chapter on how we can
change behavior that harms the environment. The book is intended as
a text for courses on environmental psychology, environment and
behavior, social ecology, architectural psychology, ecological
psychology or environmental design or studies, taught in
departments of psychology, sociology, environmental science, and
biology.
The volume begins with an overview by Herbert Kelman discussing
reconciliation as distinct from related processes of conflict
settlement and conflict resolution. Following that, the first
section of the volume focuses on intergroup reconciliation as
consisting of moving beyond feelings of guilt and victimization
(i.e., socio-emotional reconciliation). These processes include
acceptance of responsibility for past wrongdoings and being
forgiven in return. Such processes must occur on the background of
restoring and maintaining feelings of esteem and respect for each
of the parties. The chapters in the second section focus on
processes through which parties learn to co-exist in a conflict
free environment and trust each other (i.e., instrumental
reconciliation). Such learning results from prolonged contact
between adversarial groups under optimal conditions. Chapters in
this section highlight the critical role of identity related
processes (e.g., common identity) and power equality in this
context. The contributions in the third part apply the
social-psychological insights discussed previously to an analysis
of real world programs to bring reconciliation (e.g., Tutsis and
Hutus in Rwanda, Israelis and Palestinians, and African societies
plagued by the HIV epidemic and the Western aid donors). In a
concluding chapter Morton Deutsch shares his insights on intergroup
reconciliation that have accumulated in close to six decades of
work on conflict and its resolution.
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