This Handbook illustrates how gender, ethnicity, age, and even sexual orientation and understanding influence the health practices and risk factors for health problems in diverse groups of people. Contributions from leading researchers in psychology, health, and epidemiology provide an interdisciplinary approach to the topic. In addition to epidemiological issues, this book discusses the view that public health policy and programs must be individually tailored to specific groups to maximize their effectiveness. Part I deals with the effects of stress on the health of diverse populations. Part II of the book raises the issues of varied health risk factors and health practices for different cultural and socioeconomic groups. Part III examines specific health problems and issues common to women and men of varying ethnicity. The last section deals with the health problems of specific populations. Featuring the latest information for understanding how diverse groups of people perceive and respond to issues relating to their health, this Handbook should prove to be a valuable resource to a wide range of practitioners and researchers in psychology, medicine, psychiatry, sociology, social work, nursing, exercise science, and counseling.

That man is a social being is almost axiomatic. Our interpersonal relation ships can be sources of the most rewarding or the most painful of human experiences. To a large measure our accomplishments in life depend on the facility with which we interact with others-our social skill. The acquisition of social skills is, of course, a natural part of the overall socialization process. However, in many instances it becomes necessary or desirable to develop further an individual's social facilities. Such skill development is the topic of this book. Two major goals were kept in mind in the writing of this book. The first was to provide a conceptual framework within which to view social skills. Such a framework allows one to understand why it is important to develop social skills, and the effects that such skill development should have. If the reader has a thorough understanding of the concept of social skills and their development, it becomes possible to make appropriate innovations and adaptions to his or her own circumstances. Without such a framework, social-skills training becomes little more than a collection of disjointed techniques. Also, without a conceptual understanding, pro cedural innovations are difficult to incorporate into training."