The second edition of Gendered Situations, Gendered Selves has been updated throughout, and is an ideal introduction to the discussion of gender in social psychology. The book examines the basic underpinnings of everyday interaction: from how we think, to who we see ourselves and others to be, to how we interact with others. Each of these processes is based on both social psychology and gender (as differentiated from sex), as well as our racial backgrounds, ethnic heritages, socioeconomic circumstances, sexualities, and national histories. The authors present and critique each of the major theories of social psychology, social exchange, social cognition, and symbolic interaction. In doing so, the book introduces a full array of key concepts in social psychology--perception, stereotyping, attribution, self-presentation, impression management, defining social situations, exchanging resources, and balancing power and dependence in social relations. The book also discusses two fundamental aspects of human behavior--the dynamics of helping and harming. The second edition incorporates discussions of contemporary psychological and sociological research and features powerful new examples, including 9/11 and the election of Barack Obama.

Sociologists generally study macrolevel institutions and social processes with little reference to the individual. Psychologists, on the other hand, tend to study individual-level processes with little reference to society. This volume, featuring contributions from influential scholars in US social psychology, brings the link between the individual and society into focus. The chapters in the volume are distinguished by their concentration on either cognitive, affective or behavioural processes. These analyses eschew the traditional psychological approach to individual-level processes and instead offer intriguing accounts of how thought, emotion and action are embedded in social context and are central to the dynamic between self and society. Together, the 14 chapters present a synthesis of theory and research that are a major force in stimulating and influencing investigations of the link between the individual and the larger society.

Sociologists generally study macrolevel institutions and social processes with little reference to the individual. Psychologists, on the other hand, tend to study individual-level processes with little reference to society. This new volume, featuring contributions from some of the most influential scholars working in US social psychology today, brings the link between the individual and society into focus. The chapters in the volume are distinguished by their concentration on either cognitive, affective, or behavioural processes. These analyses eschew the traditional psychological approach to individual-level processes and instead offer intriguing accounts of how thought, emotion, and action are embedded in social context and are central to the dynamic between self and society. Together, the 14 chapters present a synthesis of theory and research that promises to be a major force in stimulating and influencing future investigations of the link between the individual and the larger society.

It is not unusual for educators today, whether in the early childhood, primary or secondary sectors, to be confronted with severely challenging student behaviour - students who fly into unexplained violent and oppositional outbursts with little warning; who respond poorly to tried-and-true behaviour management processes. Such behaviour has considerable impact on the delivery of teaching and learning programs and the emotional wellbeing of the teachers themselves as well as raising safety risks for the entire school community. This book explains the basis for such behaviour as the neurological, physiological and behavioural outcomes of ""disorganised attachment"" due to prolonged exposure to a traumatic home life and provides practical advice to educators on ways that schools can effectively manage these students. By examining the science behind attachment theory, the neurobiology of behaviour, and the manifestation of disorganised attachment in the school context, this book will help educators: minimise such challenging behaviour, manage crises and disciplinary responses such as suspension and expulsion, improve student compliance, enhance education and overall wellbeing, anddeal with parents. Covers early childhood, primary and secondary settings.

Last year the editors of "Signs: Journal of Women in Culture and Society" invited feminists worldwide to comment on the millennial transition. Representing a disciplinary and generational range of writers, the resulting collection is at turns inspiring, troubling, provocative, despairing, celebratory. Some of the essays give voice to anxieties, others are more hopeful; some reflect back, others look forward. Many of these fifty-plus short essays speak to themes of gender, nationality, global independence, transnational corporate domination, racial and ethnic identities, and complex intersections among these systems. Readers will find eye-opening writing that is thoughtful, committed, and passionate about feminist futures.

A stimulating and incisive book, Provoking Feminisms is a collection of essays, comments, and replies on some of today's most contentious issues in feminist theory. Specific conversations center on such topics of debate as feminist standpoint theory; gender as an analytic category; problems with sexual "difference"; and privacy and representations of the personal.

Each exchange speaks powerfully to the current issues central to feminist scholarship and includes discussions from a cross-section of disciplines: political/social theory, philosophy, sociology, cultural studies, and critical theory. Intense and rigorous, Provoking Feminisms is a crucial work for anyone interested in the state of contemporary feminist scholarship.