Psychological theory Books

Book SynopsisIncreasing numbers of children and adolescents are being diagnosed with nonverbal learning disabilities (NLD), yet clinicians and educators have few scientific resources to guide assessment and intervention. This book presents up-to-date knowledge on the nature of NLD and how to differentiate it from DSM-5 disorders such as autism spectrum disorder and developmental coordination disorder. Effective strategies for helping K-12 students and their families address the challenges of NLD in and outside of the classroom are illustrated with vivid case material. The authors thoughtfully consider controversies surrounding NLD, discuss why the diagnosis is not included in the current DSM and ICD classification systems, and identify important directions for future research.Trade Review"Timely and important. The authors maintain an adroit balance between research and practice, providing a conceptual and dimensional approach to NLD that is helpful to both clinical and educational practitioners, as well as researchers. While acknowledging the lack of consensus on the concept of NLD and its validity as a diagnostic entity, the authors propose a set of diagnostic criteria based on the available evidence. They provide a comprehensive assessment protocol and in-depth discussion of intervention targets and strategies, together with case studies. This seminal work--which challenges current categorical approaches in clinical, psychiatric, and educational taxonomies--takes an essential step forward in reconceptualizing neurodevelopmental disorders."--Rosemary Tannock, PhD, Senior Scientist, Neurosciences and Mental Health Research Program, Research Institute of The Hospital for Sick Children; and Professor Emerita, University of Toronto, Canada "Clearly written, intellectually honest, and content rich. While making no secret of their support for the validity of the NLD construct, the authors offer balanced discussion of evidence on the links between NLD and cognition, academic performance, social–emotional development, and neurological and anatomical characteristics. For the past 15 years, my colleagues and I have worked to strengthen the reading and math performance of low-achieving elementary-age students using direct explicit instructional programs. We have accelerated the progress of many, but a significant minority of children clearly need something more. It is time for special educators to partner with cognitivists, developmental specialists, neurobiologists, and others to create new routes of success for difficult-to-teach children--this book offers very interesting and potentially helpful ideas in this regard."--Douglas Fuchs, PhD, Professor and Nicholas Hobbs Chair of Special Education and Human Development, Vanderbilt University "This book is much needed. It constitutes a systematic, clear, and comprehensive review of the scientific research on psychological functioning of children with NLD. The authors adopt a neurodevelopmental perspective and offer a perfect balance between theoretical knowledge and applications. This work is indispensable reading for graduate students, researchers, and practitioners in psychology, neuropsychology, and education who seek to improve the quality of life of children with NLD and their families."--Ruth Campos, PhD, Department of Basic Psychology, Autonomous University of Madrid, Spain -The authors intricately detail the cognitive difficulties children with NLD face in the academic, social, and familial domains….Overall, this is an excellent and informative work with a narrative that easily flows. Highly recommended. Upper-division undergraduates and above; faculty and professionals.--Choice Reviews, 4/1/2017ƒƒThis book can be a welcome addition to any graduate course on psychological testing. It is thorough, well-resourced, and written by individuals with high familiarity with the field.--Child and Family Behavior Therapy, 3/1/2017ƒƒWill be of interest to clinicians faced with the task of assessing students with learning difficulties and to clinicians-in-training who are interested in the evolution of the field. The authors have provided a spirited defense of the position that NLD exists as a separate, identifiable diagnostic entity and have done the field a service by gathering the relevant data in one place and integrating the findings capably.--PsycCRITIQUES, 1/9/2017Table of Contents1. Past and Present Research 2. Cognitive and Academic Weaknesses of Children with NLD 3. Emotional and Social Difficulties of Children with NLD 4. Neurological and Anatomical Evidence 5. The Diagnostic Criteria: Looking for a Consensus 6. Differential Diagnosis and Assessment of Children with NLD 7. Strategies and Content of Interventions 8. Case Studies Epilogue References Index

Read more less

Book SynopsisAcclaimed for its encyclopedic coverage, this is the only handbook that synthesizes current knowledge and clinical practices in the fields of both eating disorders and obesity. Like the prior editions, the significantly revised third edition features more than 100 concise, focused chapters with lists of key readings in place of extended references. All aspects of eating disorders and obesity are addressed by foremost clinical researchers: classification, causes, consequences, risk factors, and pathophysiology, as well as prevention, treatment, assessment, and diagnosis. New to This Edition *Reflects 15 years of important advances in both fields, including state-of-the-art intervention approaches and a growing focus on how the brain regulates eating behavior. *Dozens of entirely new chapters. *New topics: epigenetics, body weight and neurocognitive function, stress and emotion regulation, the gut microbiome, surgical devices for obesity, food labeling and marketinTrade Review"Although the fields of obesity and eating disorders still sit side by side with only tentative tendrils combining them, this handbook, over subsequent editions, is helping to foster needed integration. The brief, easily read chapters in the third edition provide an up-to-date and comprehensive survey of both fields."--W. Stewart Agras, MD, Department of Psychiatry and Behavioral Sciences (Emeritus), Stanford University "This thoroughly updated handbook once again assembles a world-class roster of authors to cover the state of the science in eating and weight disorders. The third edition features important new discoveries across a broad disciplinary spectrum. Grounded in research and offering well-selected recommendations for follow-up reading, this is a valuable text for courses in eating disorders, obesity, and behavioral health (to name a few). Written in clear and compelling prose, the book is a 'must read' for anyone who wants to understand and find practical solutions to the challenges and suffering that arise from eating and weight disorders.”--Ruth Striegel Weissman, PhD, Walter A. Crowell University Professor of the Social Sciences, Wesleyan University "An exceptionally well-crafted work. The fields addressed are covered broadly and deeply, yet surprisingly succinctly--a remarkable amount of material is packed into these pages. The third edition has been updated and expanded considerably, and covers developing areas of growing importance, as well as clinical and research questions that are often overlooked. The authors are the leaders in their disciplines, often the primary contributors in each field. This handbook will remain a central text for many years; I highly recommend it for practitioners, researchers, and students in various clinical and basic science fields."--James E. Mitchell, MD, The Lee A. Christoferson Chair in Neuroscience Research and Chester Fritz Distinguished University Professor, University of North Dakota School of Medicine and Health Sciences "This authoritative work examines multiple rapidly evolving facets of a highly complex area. The volume takes a 'deep dive' into the concepts and latest developments pertaining to understanding and treatment of eating disorders and obesity, including advances across medical disciplines and the behavioral sciences. It is a 'must have' for students and clinicians."--Louis J. Aronne, MD, FACP, DABOM, Sanford I. Weill Professor of Metabolic Research, Weill Cornell College of Medicine; Chairman, American Board of Obesity Medicine -Table of Contents□□I□.□ □F□o□u□n□d□a□t□i□o□n□s□□ □R□e□g□u□l□a□t□i□o□n□ □o□f□ □B□o□d□y□ □W□e□i□g□h□t□□ □1□.□ □C□e□n□t□r□a□l□ □N□e□u□r□a□l□ □P□a□t□h□w□a□y□s□ □a□n□d□ □I□n□t□e□g□r□a□t□i□o□n□ □i□n□ □t□h□e□ □C□o□n□t□r□o□l□ □o□f□ □F□o□o□d□ □I□n□t□a□k□e□ □a□n□d□ □E□n□e□r□g□y□ □B□a□l□a□n□c□e□,□ □G□a□r□y□ □J□.□ □S□c□h□w□a□r□t□z□□ □2□.□ □D□e□c□r□e□a□s□e□d□ □P□e□r□i□p□h□e□r□a□l□ □H□o□r□m□o□n□a□l□ □N□e□g□a□t□i□v□e□-□F□e□e□d□b□a□c□k□ □C□o□n□t□r□o□l□ □o□f□ □F□o□o□d□ □I□n□t□a□k□e□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□ □i□n□ □O□b□e□s□i□t□y□,□ □G□e□r□a□r□d□ □P□.□ □S□m□i□t□h□□ □3□.□ □L□e□p□t□i□n□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□,□ □Y□i□y□i□n□g□ □Z□h□a□n□g□ □&□a□m□p□;□ □R□u□d□o□l□p□h□ □L□.□ □L□e□i□b□e□l□□ □4□.□ □G□e□n□e□t□i□c□s□ □o□f□ □O□b□e□s□i□t□y□ □a□n□d□ □R□e□l□a□t□e□d□ □T□r□a□i□t□s□,□ □R□u□t□h□ □J□.□ □F□.□ □L□o□o□s□ □&□a□m□p□;□ □R□u□d□o□l□p□h□ □L□.□ □L□e□i□b□e□l□□ □5□.□ □T□h□e□ □E□p□i□g□e□n□e□t□i□c□s□ □o□f□ □O□b□e□s□i□t□y□,□ □A□l□e□x□i□s□ □C□.□ □F□r□a□z□i□e□r□-□W□o□o□d□ □&□a□m□p□;□ □D□a□v□i□d□ □B□.□ □A□l□l□i□s□o□n□□ □6□.□ □P□r□e□n□a□t□a□l□ □E□f□f□e□c□t□s□ □o□n□ □B□o□d□y□ □W□e□i□g□h□t□,□ □E□m□i□l□y□ □O□k□e□n□□ □7□.□ □T□a□s□t□e□,□ □E□a□t□i□n□g□,□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□,□ □L□i□n□d□a□ □M□.□ □B□a□r□t□o□s□h□u□k□□ □8□.□ □P□h□y□s□i□o□l□o□g□i□c□a□l□ □A□d□a□p□t□a□t□i□o□n□s□ □F□o□l□l□o□w□i□n□g□ □W□e□i□g□h□t□ □R□e□d□u□c□t□i□o□n□,□ □M□i□c□h□a□e□l□ □R□o□s□e□n□b□a□u□m□ □&□a□m□p□;□ □R□u□d□o□l□p□h□ □L□.□ □L□e□i□b□e□l□□ □9□.□ □B□o□d□y□ □C□o□m□p□o□s□i□t□i□o□n□,□ □N□e□r□y□s□ □A□s□t□b□u□r□y□ □&□a□m□p□;□ □D□y□m□p□n□a□ □G□a□l□l□a□g□h□e□r□□ □1□0□.□ □E□n□e□r□g□y□ □E□x□p□e□n□d□i□t□u□r□e□ □a□n□d□ □t□h□e□ □R□e□g□u□l□a□t□i□o□n□ □o□f□ □E□n□e□r□g□y□ □B□a□l□a□n□c□e□,□ □E□r□i□c□ □R□a□v□u□s□s□i□n□□ □1□1□.□ □M□a□c□r□o□n□u□t□r□i□e□n□t□s□,□ □E□n□e□r□g□y□ □B□a□l□a□n□c□e□,□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□ □R□e□g□u□l□a□t□i□o□n□,□ □K□e□v□i□n□ □D□.□ □H□a□l□l□□ □1□2□.□ □C□o□g□n□i□t□i□v□e□ □N□e□u□r□o□s□c□i□e□n□c□e□ □a□n□d□ □t□h□e□ □R□i□s□k□ □f□o□r□ □W□e□i□g□h□t□ □G□a□i□n□,□ □E□r□i□c□ □S□t□i□c□e□ □&□a□m□p□;□ □S□o□n□j□a□ □Y□o□k□u□m□□ □1□3□.□ □B□o□d□y□ □W□e□i□g□h□t□ □a□n□d□ □N□e□u□r□o□c□o□g□n□i□t□i□v□e□ □F□u□n□c□t□i□o□n□,□ □M□i□s□t□y□ □A□.□ □W□.□ □H□a□w□k□i□n□s□ □&□a□m□p□;□ □J□o□h□n□ □G□u□n□s□t□a□d□□ □P□s□y□c□h□o□l□o□g□i□c□a□l□ □a□n□d□ □S□o□c□i□a□l□ □F□a□c□t□o□r□s□□ □1□4□.□ □A□c□q□u□i□s□i□t□i□o□n□ □o□f□ □F□o□o□d□ □P□r□e□f□e□r□e□n□c□e□s□ □a□n□d□ □E□a□t□i□n□g□ □P□a□t□t□e□r□n□s□ □i□n□ □C□h□i□l□d□r□e□n□,□ □J□e□n□n□i□f□e□r□ □O□r□l□e□t□ □F□i□s□h□e□r□ □&□a□m□p□;□ □L□e□a□n□n□ □L□.□ □B□i□r□c□h□□ □1□5□.□ □P□a□r□e□n□t□a□l□ □F□o□o□d□ □R□u□l□e□s□ □a□n□d□ □C□h□i□l□d□r□e□n□&□r□s□q□u□o□;□s□ □E□a□t□i□n□g□:□ □I□n□t□e□n□d□e□d□ □a□n□d□ □U□n□i□n□t□e□n□d□e□d□ □C□o□n□s□e□q□u□e□n□c□e□s□,□ □M□y□l□e□s□ □S□.□ □F□a□i□t□h□□ □1□6□.□ □P□r□e□v□a□l□e□n□c□e□ □a□n□d□ □D□e□m□o□g□r□a□p□h□i□c□s□ □o□f□ □D□i□e□t□i□n□g□,□ □A□n□d□r□e□w□ □J□.□ □H□i□l□l□□ □1□7□.□ □T□h□e□ □I□m□p□a□c□t□ □o□f□ □D□i□e□t□i□n□g□,□ □D□i□a□n□n□e□ □N□e□u□m□a□r□k□-□S□z□t□a□i□n□e□r□ □&□a□m□p□;□ □K□a□t□i□e□ □A□.□ □L□o□t□h□□ □1□8□.□ □W□e□i□g□h□t□ □S□u□p□p□r□e□s□s□i□o□n□,□ □M□i□c□h□a□e□l□ □R□.□ □L□o□w□e□□ □1□9□.□ □O□r□i□g□i□n□s□ □o□f□ □B□i□n□g□e□ □E□a□t□i□n□g□:□ □P□e□d□i□a□t□r□i□c□ □L□o□s□s□-□o□f□-□C□o□n□t□r□o□l□ □E□a□t□i□n□g□,□ □M□a□r□i□a□n□ □T□a□n□o□f□s□k□y□-□K□r□a□f□f□□ □2□0□.□ □S□o□c□i□o□c□u□l□t□u□r□a□l□ □I□n□f□l□u□e□n□c□e□s□ □o□n□ □B□o□d□y□ □I□m□a□g□e□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□t□u□r□b□a□n□c□e□,□ □A□n□n□e□ □E□.□ □B□e□c□k□e□r□□ □2□1□.□ □S□t□i□g□m□a□,□ □D□i□s□c□r□i□m□i□n□a□t□i□o□n□,□ □a□n□d□ □O□b□e□s□i□t□y□,□ □R□e□b□e□c□c□a□ □M□.□ □P□u□h□l□□ □2□2□.□ □B□o□d□y□ □I□m□a□g□e□,□ □O□b□e□s□i□t□y□,□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □J□.□ □K□e□v□i□n□ □T□h□o□m□p□s□o□n□ □&□a□m□p□;□ □L□a□u□r□e□n□ □S□c□h□a□e□f□e□r□□ □2□3□.□ □B□o□d□y□ □D□y□s□m□o□r□p□h□i□c□ □D□i□s□o□r□d□e□r□,□ □K□a□t□h□a□r□i□n□e□ □A□.□ □P□h□i□l□l□i□p□s□□ □2□4□.□ □D□o□e□s□ □A□d□d□r□e□s□s□i□n□g□ □O□b□e□s□i□t□y□ □C□r□e□a□t□e□ □R□i□s□k□ □f□o□r□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□?□,□ □K□e□n□d□r□i□n□ □R□.□ □S□o□n□n□e□v□i□l□l□e□ □&□a□m□p□;□ □S□.□ □B□r□y□n□ □A□u□s□t□i□n□□ □I□I□.□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □C□l□i□n□i□c□a□l□ □C□h□a□r□a□c□t□e□r□i□s□t□i□c□s□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □2□5□.□ □T□h□e□ □H□i□s□t□o□r□y□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □R□i□c□h□a□r□d□ □A□.□ □G□o□r□d□o□n□□ □2□6□.□ □C□l□a□s□s□i□f□i□c□a□t□i□o□n□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □B□.□ □T□i□m□o□t□h□y□ □W□a□l□s□h□□ □2□7□.□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□,□ □E□v□e□l□y□n□ □A□t□t□i□a□□ □2□8□.□ □S□e□v□e□r□e□ □a□n□d□ □E□n□d□u□r□i□n□g□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□,□ □S□t□e□p□h□e□n□ □W□.□ □T□o□u□y□z□ □&□a□m□p□;□ □P□h□i□l□l□i□p□a□ □J□.□ □H□a□y□□ □2□9□.□ □B□u□l□i□m□i□a□ □N□e□r□v□o□s□a□,□ □P□a□m□e□l□a□ □K□.□ □K□e□e□l□□ □3□0□.□ □B□i□n□g□e□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□,□ □M□i□c□h□a□e□l□ □J□.□ □D□e□v□l□i□n□□ □3□1□.□ □A□v□o□i□d□a□n□t□/□R□e□s□t□r□i□c□t□i□v□e□ □F□o□o□d□ □I□n□t□a□k□e□ □D□i□s□o□r□d□e□r□,□ □R□a□c□h□e□l□ □B□r□y□a□n□t□-□W□a□u□g□h□□ □3□2□.□ □N□i□g□h□t□ □E□a□t□i□n□g□ □S□y□n□d□r□o□m□e□,□ □K□e□l□l□y□ □C□.□ □A□l□l□i□s□o□n□□ □3□3□.□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□ □i□n□ □M□a□l□e□s□,□ □T□h□e□o□d□o□r□e□ □E□.□ □W□e□l□t□z□i□n□□ □3□4□.□ □M□e□d□i□c□a□l□ □C□o□m□p□l□i□c□a□t□i□o□n□s□ □o□f□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□,□ □P□h□i□l□i□p□ □S□.□ □M□e□h□l□e□r□□ □3□5□.□ □M□e□d□i□c□a□l□ □C□o□m□p□l□i□c□a□t□i□o□n□s□ □o□f□ □B□u□l□i□m□i□a□ □N□e□r□v□o□s□a□,□ □P□h□i□l□i□p□ □S□.□ □M□e□h□l□e□r□□ □3□6□.□ □M□e□d□i□c□a□l□ □C□o□m□p□l□i□c□a□t□i□o□n□s□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□ □i□n□ □C□h□i□l□d□r□e□n□ □a□n□d□ □A□d□o□l□e□s□c□e□n□t□s□,□ □N□e□v□i□l□l□e□ □H□.□ □G□o□l□d□e□n□□ □3□7□.□ □C□o□n□n□e□c□t□i□o□n□s□ □b□e□t□w□e□e□n□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□ □a□n□d□ □O□b□e□s□i□t□y□,□ □M□a□r□s□h□a□ □D□.□ □M□a□r□c□u□s□□ □E□p□i□d□e□m□i□o□l□o□g□y□ □a□n□d□ □E□t□i□o□l□o□g□y□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □3□8□.□ □E□p□i□d□e□m□i□o□l□o□g□y□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □H□a□n□s□ □W□.□ □H□o□e□k□□ □3□9□.□ □G□l□o□b□a□l□ □M□e□n□t□a□l□ □H□e□a□l□t□h□ □a□n□d□ □P□r□i□o□r□i□t□i□e□s□ □f□o□r□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □K□a□t□h□l□e□e□n□ □M□.□ □P□i□k□e□□ □4□0□.□ □T□h□e□ □G□e□n□e□t□i□c□s□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □C□y□n□t□h□i□a□ □M□.□ □B□u□l□i□k□ □&□a□m□p□;□ □G□e□r□o□m□e□ □B□r□e□e□n□□ □4□1□.□ □R□i□s□k□ □F□a□c□t□o□r□s□ □f□o□r□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □K□a□r□i□n□a□ □L□.□ □A□l□l□e□n□ □&□a□m□p□;□ □U□l□r□i□k□e□ □S□c□h□m□i□d□t□□ □4□2□.□ □E□m□o□t□i□o□n□ □R□e□g□u□l□a□t□i□o□n□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □S□t□e□p□h□e□n□ □A□.□ □W□o□n□d□e□r□l□i□c□h□ □&□a□m□p□;□ □J□a□s□o□n□ □M□.□ □L□a□v□e□n□d□e□r□□ □4□3□.□ □D□i□s□t□u□r□b□a□n□c□e□s□ □o□f□ □t□h□e□ □C□e□n□t□r□a□l□ □N□e□r□v□o□u□s□ □S□y□s□t□e□m□ □i□n□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□ □a□n□d□ □B□u□l□i□m□i□a□ □N□e□r□v□o□s□a□,□ □L□a□u□r□a□ □A□.□ □B□e□r□n□e□r□ □&□a□m□p□;□ □W□a□l□t□e□r□ □H□.□ □K□a□y□e□□ □4□4□.□ □C□o□g□n□i□t□i□v□e□ □N□e□u□r□o□s□c□i□e□n□c□e□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □J□o□a□n□n□a□ □E□.□ □S□t□e□i□n□g□l□a□s□s□□ □T□r□e□a□t□m□e□n□t□ □a□n□d□ □P□r□e□v□e□n□t□i□o□n□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □4□5□.□ □A□s□s□e□s□s□m□e□n□t□ □o□f□ □F□e□e□d□i□n□g□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □J□e□n□n□i□f□e□r□ □J□.□ □T□h□o□m□a□s□□ □4□6□.□ □C□o□g□n□i□t□i□v□e□ □B□e□h□a□v□i□o□r□ □T□h□e□r□a□p□y□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □C□h□r□i□s□t□o□p□h□e□r□ □G□.□ □F□a□i□r□b□u□r□n□□ □4□7□.□ □I□n□t□e□r□p□e□r□s□o□n□a□l□ □P□s□y□c□h□o□t□h□e□r□a□p□y□,□ □D□e□n□i□s□e□ □E□.□ □W□i□l□f□l□e□y□ □&□a□m□p□;□ □D□a□w□n□ □M□.□ □E□i□c□h□e□n□□ □4□8□.□ □F□a

Read more less

Book SynopsisThis authoritative work, now thoroughly revised, has given thousands of clinicians, students, and researchers a state-of-the-art understanding of the human frontal lobes--the large brain region that plays a critical role in behavior, cognition, health, and disease. Leading experts from multiple disciplines address the anatomy and chemistry of the frontal cortex, neuropsychological assessments of capabilities unique to the frontal lobes, the nature of (and possible treatment avenues for) frontotemporal dementia and related conditions, and implications for understanding and treating neuropsychiatric disorders, such as schizophrenia, mania, and depression. Illustrations include eight pages in full color. New to This Edition: *Reflects a decade of important research advances in such areas as functional connectivity mapping of frontal and frontal-subcortical circuits. *Incorporates significant new information on frontotemporal dementia and other neurological disorders. *Expanded seTrade Review"A comprehensive, well-organized, and authoritative book. Prior editions have been on the required reading lists for trainees and practitioners in behavioral neurology, neuropsychiatry, neuropsychology, and cognitive neuroscience. In the third edition, the editors have reorganized the material and added a variety of new topics, including frontal systems dysfunction in a number of psychiatric disorders and expanded coverage of treatment. Miller and Cummings have mentored a generation of clinicians and scientists toward a nuanced understanding of frontal systems function and dysfunction. This book brings their passion for the subject to a new level of sophisticated scholarship."--Brad Dickerson, MD, Tom Rickles Chair in Progressive Aphasia Research and Director, Frontotemporal Disorders Unit, Massachusetts General Hospital; Associate Professor of Neurology, Harvard Medical School "Provides comprehensive coverage of frontal lobe neuroanatomy, neurochemistry, and neuropsychology, with an emphasis on the clinical presentation of and state-of-the-art treatments for frontal dysfunction across neurological and psychiatric syndromes. The editors--major figures in behavioral neurology and intellectual descendants of D. Frank Benson--have assembled an incredibly strong cast of contributors to bring this work to fruition. The enormous scope is complemented by critical depth in each chapter; the density of novel material shows how much has been learned over the last decade."--Robert M. Bilder, PhD, ABPP-CN, Michael E. Tennenbaum Family Professor of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, University of California, Los Angeles "It wasn’t long ago that scientists and clinicians considered the frontal lobes an enigma and could teach only vaguely about their functions. The fresh and contemporary third edition of this acclaimed work provides readers with succinct critical analyses of newly discovered mechanisms and functions of the frontal lobes. This book can serve as a core text for advanced students in cognitive and clinical neuroscience who need to acquire foundational principles in frontal lobe investigation and patient management. With up-to-date coverage of imaging; neuropsychiatric disorders; genetics; treatment approaches; and networks underlying salience, social behavior, and apathy, it will also enable seasoned scientists and clinicians to stay current with 21st-century frontal lobe neuroscience breakthroughs."--Paul J. Eslinger, PhD, Professor of Neurology, Neural and Behavioral Sciences, and Radiology, Penn State Hershey Medical Center and College of Medicine-The book brings together an outstanding list of researchers to update our current knowledge of the anatomy, behavioral functioning, and disease states of the frontal lobes….This continues to be an excellent resource on the frontal lobes. The new chapters are relevant to clinical practice and research. The book also has a much more integrated approach across the book, with neuroanatomy, neurochemistry, neuropsychology, neurogenetics, and neuroimaging. This edition is sufficiently updated on current issues in the field [and] is a worthwhile replacement of the previous edition. *****!--Doody's Review Service, 2/23/2018Table of ContentsI. Neuroanatomy and Neurochemistry 1. The Human Frontal Lobes: An Introduction, Bruce L. Miller and Jeffrey L. Cummings 2. The Mesocortical Dopaminergic System, Billy T. Chen and Antonello Bonci 3. The Dorsolateral and Cingulate Cortex , James R. Bateman and Daniel I. Kaufer 4. The Orbitofrontal Cortex and the Insula, Eun-Joo Kim, Jennifer Ogar, and Maria Luisa Gorno-Tempini 5. Structural and Functional Asymmetries of the Human Frontal Lobes, Daniel H. Geschwind and Marco Iacoboni 6. Gross Morphology and Architectonics, Helmut Heinsen and Lea Tenenholz Grinberg II. Assessment: Neuropsychology and Behavior 7. The Frontal Lobes and Executive Control, Adam Gazzaley, Taraz G. Lee, and Mark D’Esposito 8. Bedside Frontal Lobe Testing, Adam M. Staffaroni, Melanie L. Stephens, and Joel H. Kramer 9. The Prefrontal Cortex and Human Memory, Nick Diamond and Brian Levine 10. Language and Frontal Cortex, Marlís González-Fernández and Argye E. Hillis 11. Self-Awareness and Frontal Lobe Networks, Virginia E. Sturm, Alice Y. Hua, and Howard J. Rosen 12. Decision-Making Capacity and Frontal Lobe Dysfunction, Sarah M. Hooper and Winston Chiong 13. Socioemotional Functioning and Frontal Lobe Injury, Katherine P. Rankin, Kelly Gola, and Tracy L. Jerard 14. Salience Networks: Magnetic Resonance Imaging Interrogation of Self-Concepts in Dementia, Winston Chiong III. Neurological Diseases Section A: FTD and Related Disorders 15. Clinical Aspects of Frontotemporal Dementia, David C. Perry and Bruce L. Miller 16. Progressive Supranuclear Palsy, Corticobasal Degeneration, and the Frontal Cortex, Anne-Catherine Vijverman, Maria Carmela Tartaglia, and Anthony E. Lang 17. Neuropathology of Frontotemporal Dementias, Nigel J. Cairns, David J. Irwin, Vivianna M. Van Deerlin, Virginia M.-Y. Lee, and John Q. Trojanowski 18. Frontotemporal Dementia Neurogenetics, Leonel T. Takada Section B: Other Disorders 19. Normal Aging of the Frontal Lobes, Brianne Bettcher 20 . Vascular Cognitive Impairment: Executive Dysfunction in the Era of the Human Brain Connectome, Helena C. Chui and Liliana Ramirez Gomez 21. White Matter Diseases of the Frontal Lobes, Christopher M. Filley 22 . Parkinson’s Disease, Parkinson’s Disease with Dementia, and Dementia with Lewy Bodies, Jee Bang, Sharon J. Sha, and Katherine L. Possin 23. Traumatic Brain Injury, Judith Aharon-Peretz IV. Neuropsychiatric Disorders 24. Prefrontal Cortical Dysfunction in Schizophrenia: Clinical Implications and Novel Treatment Development, Daniel Fulford, Joshua D. Woolley, and Sophia Vinogradov 25. Mania and the Frontal Lobes, Mary G. De May and Bruce L. Miller 26. Obsessive–Compulsive Disorder, Edwin H. Rodriguez and Carol A. Mathews 27 . Depression and the Frontal Lobes, Ira Lesser, Julia Chung, and Weiguo Zhu 28. Apathy, Georges Naasan 29 . Frontal Lobe Seizures, Frontal Cortex, and Dissociative States, Anli Liu and Orrin Devinsky 30 . The Role of the Frontal Lobes in Antisocial and Aggressive Behavior: Review of the Research and Legal Implications, Annette L. Ermshar and Kyle Brauer Boone V . Treatment 31. Neurosurgical Treatments for Psychiatric Disorders, Simon Ducharme, Darin D. Dougherty, and Bruce H. Price 32 . Clinical Trials in Frontotemporal Lobar Degeneration, Gabriel C. Léger, Sarah J. Banks, and Jeffrey L. Cummings Index

Read more less

Book SynopsisThis comprehensive and cutting-edge volume maps out the terrain of moral psychology, a dynamic and evolving area of research. In 57 concise chapters, leading authorities and up-and-coming scholars explore fundamental issues and current controversies. The volume systematically reviews the empirical evidence base and presents influential theories of moral judgment and behavior. It is organized around the key questions that must be addressed for a complete understanding of the moral mind.Trade Review"The tremendous recent growth of interest in moral psychology has yielded no shortage of deep debate and thorny thickets. Gray and Graham have brought together a talented array of scholars who are working to cut through these intellectual brambles. Their objective is nothing short of mapping the full complexity of the moral domain. This volume is a major achievement."--Linda J. Skitka, PhD, Department of Psychology, University of Illinois at Chicago "A gift for anyone interested in moral psychology. The Atlas is a masterful, state-of-the-art compendium of descriptive and theoretical work on moral judgments, emotions, and reasoning, as well as the compulsive force of parochial social norms and the human experience of self-evidently appealing universal values. Eminent scholars from diverse schools of thought explore fundamental questions: What is a moral judgment? Is it anything more than a self-affirming gut feeling? Why do people often disagree with each other about what is right and wrong? Does being moral mean being highly susceptible to fear (as Nietzsche once proposed)? Is there such a thing as moral truth? Students of the human mind looking for a map of its ethical component should be very happy."--Richard A. Shweder, PhD, Harold Higgins Swift Distinguished Service Professor, Department of Comparative Human Development, University of Chicago “The last two decades have seen an explosion in the number of philosophers and scientists turning to the study of moral psychology. The result is a thriving field--the most robustly interdisciplinary in the academy--dedicated to discovering how the mind works out moral matters. If you want to know where moral psychology is at and where it’s heading, look no further than the Atlas of Moral Psychology. In 57 provocative chapters, a stellar group of leading researchers ask, and begin to answer, the questions that will define the field for years to come."--John M. Doris, PhD, Philosophy–Neuroscience–Psychology Program and Philosophy Department, Washington University in St. Louis -The contributors, who include both philosophers and psychologists, are acknowledged experts in the field….Each essay is framed as an answer to a specific question, such as 'What do we evaluate when we evaluate moral character?' and both the question and an abbreviated version of the answer are printed at the head of each chapter. This feature makes the book very user-friendly, particularly for students and readers new to moral psychology….Recommended. Undergraduates and above.--Choice Reviews, 2/1/2019Table of ContentsChapter-Opening Questions and Answers I. Morality and Thinking 1. Can We Understand Moral Thinking without Understanding Thinking?, Joshua D. Greene 2. Reasoning at the Root of Morality, Elliot Turiel 3. Moral Judgment: Reflective, Interactive, Spontaneous, Challenging, and Always Evolving, Melanie Killen & Audun Dahl 4. On the Possibility of Intuitive and Deliberative Processes Working in Parallel in Moral Judgment, Kees van den Bos 5. The Wrong and the Bad, Shaun Nichols II. Morality and Feeling 6. Empathy Is a Moral Force, Jamil Zaki 7. Moral Values and Motivations: How Special Are They?, Ryan Miller & Fiery Cushman 8. A Component Process Model of Disgust, Anger, and Moral Judgment, Hanah A. Chapman 9. A Functional Conflict Theory of Moral Emotions, Roger Giner-Sorolla 10. Getting Emotions Right in Moral Psychology, Piercarlo Valdesolo III. Morality, Social Cognition, and Identity 11. What Do We Evaluate When We Evaluate Moral Character?, Eric G. Helzer & Clayton R. Critcher 12. Moral Cognition and Its Basis in Social Cognition and Social Regulation, John Voiklis & Bertram F. Malle 13. Morality Is Personal, Justin F. Landy & Eric Luis Uhlmann 14. A Social Cognitive Model of Moral Identity, Karl Aquino & Adam Kay 15. Identity Is Essentially Moral, Nina Strohminger 16. The Core of Morality Is the Moral Self, Paul Conway 17. Thinking Morally about Animals, Steve Loughnan & Jared Piazza IV. Morality and Intergroup Conflict 18. Morality Is for Choosing Sides, Peter DeScioli & Robert Kurzban 19. Morality for Us versus Them, Adam Waytz & Liane Young 20. Pleasure in Response to Outgroup Pain as a Motivator of Intergroup Aggression, Mina Cikara 21. How Can Universal Stereotypes Be Immoral?, Susan T. Fiske V. Morality and Culture 22. Moral Foundations Theory: On the Advantages of Moral Pluralism over Moral Monism, Jesse Graham, Jonathan Haidt, Matt Motyl, Peter Meindl, Carol Iskiwitch, & Marlon Mooijman 23. The Model of Moral Motives: A Map of the Moral Domain, Ronnie Janoff-Bulman & Nate C. Carnes 24. Relationship Regulation Theory, Tage S. Rai 25. A Stairway to Heaven: A Terror Management Theory Perspective on Morality, Andrea M. Yetzer, Tom Pyszczynski, & Jeff Greenberg 26. Moral Heroes Are Puppets, Jeremy A. Frimer 27. Morality: A Historical Invention, Edouard Machery 28. The History of Moral Norms, Jesse J. Prinz VI. Morality and the Body 29. The Moralization of the Body: Protecting and Expanding the Boundaries of the Self, Gabriela Pavarini & Simone Schnall 30. Grounded Morality, Simon M. Laham & Justin J. Kelly VII. Morality and Beliefs 31. Moral Vitalism, Brock Bastian 32. The Objectivity of Moral Beliefs, Geoffrey P. Goodwin 33. Folk Theories in the Moral Domain, Sara Gottlieb & Tania Lombrozo 34. Free Will and Moral Psychology, Roy F. Baumeister 35. The Geographies of Religious and Nonreligious Morality, Brett Mercier & Azim Shariff 36. The Egocentric Teleological Bias: How Self-Serving Morality Shapes Perceptions of Intelligent Design, Jesse L. Preston VIII. Dynamic Moral Judgment 37. Moralization: How Acts Become Wrong, Chelsea Schein & Kurt Gray 38. Moral Coherence Processes and Denial of Moral Complexity, Brittany S. Liu, Sean P. Wojcik, & Peter H. Ditto 39. What Is Blame and Why Do We Love It?, Mark D. Alicke, Ross Rogers, & Sarah Taylor IX. Developmental and Evolutionary Roots of Morality 40. Do Animals Have a Sense of Fairness?, Katherine McAuliffe & Laurie R. Santos 41. The Infantile Roots of Sociomoral Evaluations, Julia W. Van de Vondervoort & J. Kiley Hamlin 42. Atlas Hugged: The Foundations of Human Altruism, Felix Warneken 43. The Developmental Origins of Infants’ Distributive Fairness Concerns, Jessica A. Sommerville & Talee Ziv 44. Vulnerability-Based Morality, Anton J. M. Dijker 45. The Attachment Approach to Moral Judgment, Aner Govrin 46. Ethogenesis: Evolution, Early Experience, and Moral Becoming, Darcia Narvaez X. Moral Behavior 47. On the Distinction between Unethical and Selfish Behavior, Jackson G. Lu, Ting Zhang, Derek D. Rucker, & Adam D. Galinsky 48. In Search of Moral Equilibrium: Person, Situation, and Their Interplay in Behavioral Ethics, Julia J. Lee & Francesca Gino 49. Unconflicted Virtue, Kate C. S. Schmidt 50. Moral Clarity, Scott S. Wiltermuth & David T. Newman XI. Studying Morality 51. Why Developmental Neuroscience Is Critical for the Study of Morality, Jean Decety & Jason M. Cowell 52. Implicit Moral Cognition, C. Daryl Cameron, Julian A. Scheffer, & Victoria L. Spring 53. Into the Wild: Big Data Analytics in Moral Psychology, Joseph Hoover, Morteza Dehghani, Kate Johnson, Rumen Iliev, & Jesse Graham 54. Applied Moral Psychology, Yoel Inbar XII. Clarifying Morality 55. The Moral Domain, Stephen Stich 56. There Is No Important Distinction between Moral and Nonmoral Cognition, Joshua Knobe 57. Asking the Right Questions in Moral Psychology, Walter Sinnott-Armstrong Index

Read more less

Book SynopsisEvery school day, more than 10 million children attend after-school programs in the United States. This book provides a research-based blueprint for offering students in grades 1-5 innovative programming that combines intensive physical activity and socialâemotional skills development with academic enrichment in reading, mathematics, and social studies. Presented is an integrative approach that has been developed and tested to meet the needs of all students, including those in high-poverty schools. The volume includes explicit guidance for setting up a program, implementing cognitively engaging physical games and learning activities, working effectively with mixed-age groups, and monitoring outcomes. Reproducible forms and lesson plans can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This spectacular book presents an evidence-based after-school program model founded on holistic child development and configured to achieve multiple outcomes. Among other elements, it gives physical education a much-needed 21st-century makeover. The authors' approach could be scaled up to benefit millions of children, as well as their teachers, parents, and surrounding communities."--Hal A. Lawson, PhD, Professor of Educational Leadership and Policy Studies and Professor of Social Welfare, University at Albany, State University of New York "A great help and inspiration to anyone looking to launch a new after-school program or maximize the benefits of an existing program. The book provides a clear picture of how to structure a program to support students' physical, emotional, and academic development. Throughout, the methods are grounded in research and specific examples documenting how after-school programs can go beyond childcare to become an undeniable factor in student success."--Molly Goldman, Site Director, Wingspan Arts, New York City "The authors' approach bridges disciplines to give us a unique perspective on children’s learning and development. Instructors will want to share this book with their students who are preparing to become teachers, participating in community service learning courses and internships, or interested in intervention design and program evaluation. For practitioners, teachers, and after-school personnel, there is a wealth of hands-on guidance for implementing holistic activities that promote academic learning and social and physical growth. For researchers and teacher educators, the book provides a model for the design, implementation, and evaluation of translational intervention programs that can truly make a difference in the lives of children and families."--Claire E. Hamilton, PhD, Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst "The potential value of after-school programs for young people’s healthy development and learning is well understood, and there is a growing awareness of the vital importance of weaving positive physical activity experiences into young lives. This important book brings these two exciting areas of research together, providing numerous lessons learned from what emerges as a richly multifaceted project that can be adapted and adopted in the real world of students and schools. It has been a long time since I have read a scholarly book that offers such a great deal of inspiration for practical application and innovation."--Richard Bailey, PhD, Head of Research, International Council of Sport Science and Physical Education "This valuable book offers rarely-seen insight into the theoretical underpinnings, instructional strategies, and deep-think planning that support the development of a model approach to enhancing children’s health and academic performance during out-of-school time. Each chapter is an education, carefully crafted to provide sufficient overview, details, and rationale. Covering issues from evaluation to physical movement to mathematics and literacy learning challenges, the volume makes a meaningful contribution to our understanding of interventions that work to safeguard children’s well-being."--Georgia Hall, PhD, Senior Research Scientist, National Institute on Out-of-School Time; Associate Director, Wellesley Centers for Women -Table of Contents1. The Physical Activity and Learning Program and the 21st Century Community Learning Centers Initiative, Bryan A. McCullick and Phillip D. Tomporowski 2. Understanding After-School Programming for Elementary School Children, Paula J. Schwanenflugel 3. The Importance of Process Evaluation for After-School Programs, Katherine Wargo and Jennifer L. Gay 4. The Development of Physical Activity Games: Theory and Research Overview, Phillip D. Tomporowski and Bryan A. McCullick 5. The PAL Physical Activity Games Program in an Experimental After-School Setting, E. Nicole McCluney 6. The Challenges Struggling Learners Face in Mathematics, Martha M. Carr 7. The PAL Mathematics Enrichment Program and Challenges in the After-School Setting, Yi-Jung Lee 8. Reading Fluency Practice as Reading Enrichment in After-School Literacy Programming, Paula J. Schwanenflugel 9. Improving Informational Text Literacy: Using Social Studies Education Theory to Promote Social Studies Literacy After School, Justin T. Dooly 10. The PAL Reading Enrichment Program in an Experimental After-School Setting, Megan P. Brock and Paula J. Schwanenflugel Index

Read more less

Book SynopsisEvery school day, more than 10 million children attend after-school programs in the United States. This book provides a research-based blueprint for offering students in grades 1-5 innovative programming that combines intensive physical activity and socialâemotional skills development with academic enrichment in reading, mathematics, and social studies. Presented is an integrative approach that has been developed and tested to meet the needs of all students, including those in high-poverty schools. The volume includes explicit guidance for setting up a program, implementing cognitively engaging physical games and learning activities, working effectively with mixed-age groups, and monitoring outcomes. Reproducible forms and lesson plans can be downloaded and printed in a convenient 8 1/2 x 11 size.Trade Review"This spectacular book presents an evidence-based after-school program model founded on holistic child development and configured to achieve multiple outcomes. Among other elements, it gives physical education a much-needed 21st-century makeover. The authors' approach could be scaled up to benefit millions of children, as well as their teachers, parents, and surrounding communities."--Hal A. Lawson, PhD, Professor of Educational Leadership and Policy Studies and Professor of Social Welfare, University at Albany, State University of New York "A great help and inspiration to anyone looking to launch a new after-school program or maximize the benefits of an existing program. The book provides a clear picture of how to structure a program to support students' physical, emotional, and academic development. Throughout, the methods are grounded in research and specific examples documenting how after-school programs can go beyond childcare to become an undeniable factor in student success."--Molly Goldman, Site Director, Wingspan Arts, New York City "The authors' approach bridges disciplines to give us a unique perspective on children’s learning and development. Instructors will want to share this book with their students who are preparing to become teachers, participating in community service learning courses and internships, or interested in intervention design and program evaluation. For practitioners, teachers, and after-school personnel, there is a wealth of hands-on guidance for implementing holistic activities that promote academic learning and social and physical growth. For researchers and teacher educators, the book provides a model for the design, implementation, and evaluation of translational intervention programs that can truly make a difference in the lives of children and families."--Claire E. Hamilton, PhD, Department of Teacher Education and Curriculum Studies, University of Massachusetts Amherst "The potential value of after-school programs for young people’s healthy development and learning is well understood, and there is a growing awareness of the vital importance of weaving positive physical activity experiences into young lives. This important book brings these two exciting areas of research together, providing numerous lessons learned from what emerges as a richly multifaceted project that can be adapted and adopted in the real world of students and schools. It has been a long time since I have read a scholarly book that offers such a great deal of inspiration for practical application and innovation."--Richard Bailey, PhD, Head of Research, International Council of Sport Science and Physical Education "This valuable book offers rarely-seen insight into the theoretical underpinnings, instructional strategies, and deep-think planning that support the development of a model approach to enhancing children’s health and academic performance during out-of-school time. Each chapter is an education, carefully crafted to provide sufficient overview, details, and rationale. Covering issues from evaluation to physical movement to mathematics and literacy learning challenges, the volume makes a meaningful contribution to our understanding of interventions that work to safeguard children’s well-being."--Georgia Hall, PhD, Senior Research Scientist, National Institute on Out-of-School Time; Associate Director, Wellesley Centers for Women -Table of Contents1. The Physical Activity and Learning Program and the 21st Century Community Learning Centers Initiative, Bryan A. McCullick and Phillip D. Tomporowski 2. Understanding After-School Programming for Elementary School Children, Paula J. Schwanenflugel 3. The Importance of Process Evaluation for After-School Programs, Katherine Wargo and Jennifer L. Gay 4. The Development of Physical Activity Games: Theory and Research Overview, Phillip D. Tomporowski and Bryan A. McCullick 5. The PAL Physical Activity Games Program in an Experimental After-School Setting, E. Nicole McCluney 6. The Challenges Struggling Learners Face in Mathematics, Martha M. Carr 7. The PAL Mathematics Enrichment Program and Challenges in the After-School Setting, Yi-Jung Lee 8. Reading Fluency Practice as Reading Enrichment in After-School Literacy Programming, Paula J. Schwanenflugel 9. Improving Informational Text Literacy: Using Social Studies Education Theory to Promote Social Studies Literacy After School, Justin T. Dooly 10. The PAL Reading Enrichment Program in an Experimental After-School Setting, Megan P. Brock and Paula J. Schwanenflugel Index

Read more less

Book SynopsisFrom pioneering leaders in the field, this is the first book to provide a solid foundation for three major stakeholder involvement approaches: collaborative, participatory, and empowerment evaluation. Highlighting differences among the approaches, the authors focus on the role of the evaluator, who may be in charge of the evaluation, share control, or serve as a critical friend, leaving stakeholders in control. Practitioners are guided to select and implement the most appropriate framework for the purpose and scope of a given evaluation and the needs of community members and funders. For each approach, a chapter on essential features is followed by two chapters presenting actual sample evaluations--for example, early childhood and community health initiatives, an aquarium, a project with Google, and more. The concluding chapter discusses similarities and circumstances in which the approaches can be combined.Trade Review“This valuable book both shows and tells on the hot topic of collaborative, participatory, and empowerment approaches. Each 'essentials' chapter gains impact from two chapters illustrating what the principles look like in actual evaluation practice. Beautifully explanatory, memorably demonstrated! The authors emphasize understanding in order to select the most appropriate stakeholder approaches for the situation at hand. Far from claiming the exclusive benefits of any single approach, the book is infused with the spirit of working together. The chapter on commonalities powerfully lays out the features of stakeholder involvement at macro-, mid-, and microlevels of analysis, creating a strong theory-to-practice bridge for newcomers as well as experts. I wish I could gift-wrap this book and send it express to evaluation practitioners in fields from agronomy to zoology."--Lois-ellin Datta, PhD, President, Datta Analysis, Kailua-Kona, Hawaii "An invaluable contribution. This book adds very helpful perspectives and insights to an enticing and alluring--but largely still under-defined--set of evaluation methodologies. It provides focus, helpful guidance, and more nuanced, differentiated conceptualizations of collaborative, participatory, and empowerment evaluation. The conceptual framing of the methodologies and the inclusion of both domestic and international cases make the book particularly helpful for training and preparing novice evaluators. I really appreciate the simplicity and clarity of the writing, as well as the specificity of the processes and procedures described. This will be a useful core text for my graduate courses in monitoring and evaluation for development practitioners, and I expect my students to keep it as a reference guide when they enter the professional field."--David Bell, EdD, Department of International Development, Community and Environment, Clark University "This book uses in-depth case studies by experts in the field to explore and highlight principles and practices of the three approaches. I found the organization very useful. I particularly appreciate the inclusion of concrete suggestions and timelines, the information on how the approaches might be applied in different contexts, and the attention to ethical concerns regarding working with marginalized or vulnerable populations. Specifying ways that the approaches can be used in one-time or multiyear studies expands the utility of the volume. Students often express the desire for practical information about how to conduct evaluations--this practical volume, nested within theoretical and methodological frameworks, addresses this need."--Isabel Bradburn, PhD, Department of Human Development, Virginia Tech “The authors provide a robust overview of the three models of stakeholder involvement. Offering a thoughtful and informed perspective, this book is a welcome addition to an evolving field. It will advance evaluator expertise as well as stakeholder participation, evaluation capacity, and use of findings. Side-by-side case studies demonstrate the flexibility of the three models under different evaluation scenarios while guiding evaluators on the practical aspects of incorporating stakeholder involvement in their designs."--Annette L. Gardner, PhD, MPH, Department of Social and Behavioral Sciences, School of Nursing, University of California, San Francisco -Table of Contents1. An Introduction to Collaborative, Participatory, and Empowerment Evaluation Approaches, David Fetterman, Liliana Rodríguez-Campos, Abraham Wandersman, Rita Goldfarb O’Sullivan, & Ann Zukoski 2. Essentials of Collaborative Evaluation, Liliana Rodríguez-Campos 3. A Collaborative Evaluation of an Aquarium (Marine Life Program), Liliana Rodríguez-Campos, Rigoberto Rincones-Gómez, & Rosalyn Roker 4. A Collaborative Evaluation of a Multisite, Multipurpose, Multiyear Early Childhood Quality Care Initiative, Rita Goldfarb O’Sullivan 5. Essentials of Participatory Evaluation, Ann Zukoski & Cate Bosserman 6. A Participatory Evaluation of a Community Health Improvement Initiative, Ann Zukoski, Cate Bosserman, & Courtney Baechler 7. A Participatory Evaluation of a Community Justice Program for Sex Offenders, Jill Anne Chouinard 8. Essentials of Empowerment Evaluation, David Fetterman & Abraham Wandersman 9. An Empowerment Evaluation of a Comprehensive Sex Education Initiative, Margret Dugan 10. A Google-Enhanced Empowerment Evaluation Approach in a Graduate School Program, David Fetterman & Jason Ravitz 11. Similarities across the Three Approaches:Principles and Practices in Common, David Fetterman, Liliana Rodríguez-Campos, Abraham Wandersman, Rita Goldfarb O’Sullivan, & Ann Zukoski 12. Conclusion: Highlighting the Present and Looking to the Future, David Fetterman, Liliana Rodríguez-Campos, Abraham Wandersman, Rita Goldfarb O’Sullivan, & Ann Zukoski

Read more less

Book SynopsisThis authoritative resource, now thoroughly revised for DSM-5, has set the standard for the comprehensive assessment of autism spectrum disorder (ASD). Leading experts demonstrate how to craft a scientifically grounded profile of each childâs strengths and difficulties, make a formal diagnosis, and use assessment data to guide individualized intervention in clinical and school settings. Chapters review state-of-the-art instruments and approaches for evaluating specific areas of impairment in ASD and co-occurring emotional and behavioral disorders. Considerations in working with children of different ages are highlighted. With a primary focus on children, several chapters also address assessment of adolescents and adults. New to This Edition *Chapter on key implications of DSM-5 diagnostic criteria, plus related updates throughout the volume. *Chapter on advances in early identification (ages 0â3). *Chapter with in-depth case examples illustrating the evaluation dTrade Review"This remarkable book provides a comprehensive guide to assessment of individuals on the spectrum, across the continuum of development. The extensively updated second edition includes a detailed overview of DSM-5 diagnostic criteria and their application. Much more than an inventory of measurement tools (although for the interested reader, the full range of relevant measures are reviewed in exquisite detail), the book explores both the art and science of using psychometric assessment to understand the diversity of abilities and needs of individuals on the spectrum. The contributors also offer rich insights about intervention in clinical and educational settings and address such important contemporary issues as the cognitive potential of minimally verbal individuals and the importance of understanding sex differences. A vital, in-depth reference for anyone involved in assessing ASD and its complex comorbidities."--Lonnie Zwaigenbaum, MD, Division Director, Developmental Pediatrics; Professor, Department of Pediatrics; and Stollery Children’s Hospital Foundation Chair in Autism, University of Alberta, Canada "If there is one constant in the field of autism, it is the state of flux. Diagnosis, assessment, and treatment are all areas where professionals in the field must work to keep up to date with the science. This timely second edition is a 'must have' for serious autism researchers as well as all professionals and advanced students involved in diagnosis and assessment. It includes well-chosen chapter topics, in-depth coverage of major issues and techniques, helpful case studies, and even a chapter on the pesky pseudoscience that dogs the field. Discussions of historic and future directions provide a nice context for the current state of the art."--Laura Schreibman, PhD, Distinguished Professor Emeritus and Research Professor, Department of Psychology, University of California, San Diego "Goldstein and Ozonoff have assembled an excellent compendium of cutting-edge information on assessment of people with ASD. Each chapter contributes a layer of knowledge applicable to basic and complex assessment issues. I will definitely keep this volume close at hand for my own clinical practice and as an essential training guide."--Catherine E. Rice, PhD, Professor of Psychiatry and Behavioral Sciences and Director, Emory Autism Center, Emory University School of Medicine -Table of Contents1. Historical Perspective and Overview, Sam Goldstein 2. Psychometric Issues and Current Scales for Assessing Autism Spectrum Disorder, Jack A. Naglieri, Kimberly M. Chambers, Keith D. McGoldrick, & Sam Goldstein 3. DSM-5 Diagnosis of Autism Spectrum Disorder, Cynthia Martin, Lauren Pepa, & Catherine Lord 4. Assessment and Diagnosis of Infants and Toddlers with Autism Spectrum Disorder, Kelly K. Powell, Perrine Heymann, Katherine D. Tsatsanis, & Katarzyna Chawarska 5. Age-Related Issues in the Assessment of Autism Spectrum Disorder, Susan H. Hedges, Victoria Shea, & Gary B. Mesibov 6. Assessment of Social Behavior in Autism Spectrum Disorder, Ifat Gamliel & Nurit Yirmiya 7. Assessing Speech, Language, and Communication in Autism Spectrum Disorder, Rhea Paul & Kaitlyn P. Wilson 8. Assessment of Intellectual Functioning in Autism Spectrum Disorder, Laura Grofer Klinger, Joanna L. Mussey, & Sarah O’Kelley 9. Clinical Assessment of Neuropsychological Functioning in Autism Spectrum Disorder, Blythe A. Corbett & Yasmeen S. Iqbal 10. Assessment of Comorbid Psychiatric Conditions in Autism Spectrum Disorder, Lesley Deprey & Sally Ozonoff 11. Assessment of Students with Autism Spectrum Disorder in the Schools, Sandra L. Harris, Carolyn Thorwarth Bruey, & Mark Palmieri 12. From Assessment to Intervention, Kerry Hogan & Lee M. Marcus 13. Understanding the Comprehensive Assessment of Autism Spectrum Disorder through Case Studies, Tristyn Teel Wilkerson 14. Distinguishing Science and Pseudoscience in the Assessment and Treatment of Autism Spectrum Disorder, Mary E. McDonald & Florence D. DiGennaro Reed 15. Future Directions in the Assessment and Treatment of Autism Spectrum Disorder, Isaac C. Smith, Cara E. Pugliese, Blythe A. Corbett, & Susan W. White Index

Read more less

Book SynopsisThis groundbreaking volume, now revised and updated, has given thousands of educators and clinicians a deeper understanding of executive function (EF) processes in typically developing children and those with learning difficulties and developmental disabilities. The book elucidates how PreK-12 students develop such key capacities as goal setting, organization, cognitive flexibility, working memory, and self-monitoring. Leading experts in education, neuroscience, and psychology explore the links between EF and academic performance and present practical applications for assessment and instruction. Exemplary practices for supporting students with EF difficulties in particular content areas--reading, writing, and math--are reviewed. New to This Edition *Updated throughout with a decade's worth of significant advances in research, theory, and educational best practices. *Chapter on early childhood. *Chapter on embedding EF strategies in the curriculum *Expanded coTrade Review"Meltzer--a pioneering, visionary researcher--is joined by a who’s who of EF experts in this second edition, which includes valuable updates and new chapters. Graduate students and experienced educators will benefit equally from the breath and scope of this book. If you were going to purchase only one volume on the topic of EF in education, it should be this second edition."--Sam Goldstein, PhD, Department of Psychiatry, University of Utah School of Medicine; Clinical Director, Neurology, Learning, and Behavior Center "Although the term 'executive function' is now widely used, there is still considerable confusion about its meaning and practical implications. In this outstanding second edition of Executive Function in Education, Meltzer has brought together important theories and recent research. Intervention-focused chapters offer helpful guidance on how EF knowledge can inform more effective instructional strategies in reading, writing, and math."--Thomas E. Brown, PhD, private practice, Manhattan Beach, California; Department of Psychiatry and Behavioral Sciences, Keck School of Medicine, University of Southern California "The second edition of this indispensable volume is replete with practical guidance and current evidence-based best practices to assist educators in improving students’ abilities to manage time, monitor behavior, and employ strategies to help with organization and planning. The book presents various theoretical perspectives and explores how EF is related to cognitive abilities such as working memory and processing speed, as well as the impact of EF processes on reading, writing, and math development. Contributors provide up-to-date guidance on how to adapt instruction, improve self-regulation skills, and incorporate new digital tools to promote success in school and beyond."--Nancy Mather, PhD, Department of Psychoeducational Studies, University of Arizona "The book clearly describes the sometimes confusing theories of EF and the recent research that supports them. Contributors present practical strategies for improving EF grounded in these theoretical constructs. This book is a 'must have' for professionals who evaluate, treat, and teach students with varying learning needs, as well as those in training. The volume offers real-life illustrations of the daily EF challenges that students experience and provides explicit examples of classroom strategies that are easily incorporated into lesson plans."--Eric Q. Tridas, MD, developmental pediatrician, Tridas Center for Child Development, Tampa, Florida -Provides educational stakeholders with advanced and comprehensive information describing the biological and environmental underpinnings for executive function abilities and difficulties….In addition to intervention considerations embedded within each chapter, the book concludes with a focus on specific, practical, and manageable school-based interventions. Overall, Meltzer did an excellent job balancing theoretical knowledge and practical recommendations….This book is recommended to school psychologists and educators alike who seek to gain a deeper understanding of various executive function processes and an increased ability in addressing such demands.--NASP Communiqué, 5/1/2019Table of ContentsI. Theoretical and Conceptual Frameworks 1. Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities, Martha Bridge Denckla & E. Mark Mahone 2. Hill, Skill, and Will: Executive Function from a Multiple Intelligences Perspective, Seana Moran & Howard Gardner 3. Executive Capacities from a Developmental Perspective, Jane Holmes Bernstein & Deborah P. Waber 4. The Development of Hot and Cool Executive Function: A Foundation for Learning in the Preschool Years, Andrei D. Semenov & Philip David Zelazo II. Executive Function in Different Diagnostic Groups: Challenges of Identification and Treatment 5. Executive Function Difficulties and Learning Differences: Assessment for Teaching, Lynn Meltzer, Julie Dunstan-Brewer, & Kalyani Krishnan 6. Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Teaching, Judith A. Stein & Kalyani Krishnan 7. Executive Function in Autism Spectrum Disorder: From Research to Practice, Meghan Miller, Patricia L. Schetter, & Sally Ozonoff III. Executive Function Processes in Reading and Other Content Areas A: Reading: Current Findings and Interventions 8. Executive Function and Reading Difficulties: A Tale of Complexity in Diagnosis and Treatment, Jonathan D. Scheff, Neena M. Hudson, Mary Tarsha, & Laurie E. Cutting 9. Working Memory and Reading: Is there Evidence for an Executive Processing Deficit?, H. Lee Swanson & Jennifer E. Kong 10. Self-Regulation and Reading Comprehension: Self-Perceptions, Self-Evaluations, and Effective Strategies for Intervention, Tami Katzir, Vered Markovich, Einat Tesler, & Michal Shany B. Interventions across the Content Areas 11. Creating Strategic Classrooms and Schools: Embedding Executive Function Strategies in the Curriculum, Lynn Meltzer 12. The Strategic Math Classroom: How Executive Function Impacts Math Learning, Joan Steinberg & Bethany Roditi 13. Self-Regulated Strategy Development in Writing: A Classroom Example of Developing Executive Function Processes and Future Directions, Karen R. Harris, Steve Graham, Linda Mason, Debra McKeown, & Natalie Olinghouse 14. Optimizing Executive Function in the Digital World: Advances in Universal Design for Learning, Samantha G. Daley & David H. Rose Index

Read more less

Book SynopsisPresenting best practices for assessment and intervention with older adults experiencing cognitive decline, this book draws on cutting-edge research and extensive clinical experience. The authors' integrative approach skillfully interweaves neuropsychological and developmental knowledge. The volume provides guidelines for evaluating and differentiating among normal aging, subjective cognitive decline, mild cognitive impairment, and different types of dementia. It identifies risk and protective factors that may influence an individual's trajectory and describes how to create a sound case conceptualization. Evidence-based strategies for pharmacological, cognitive, behavioral, and psychological intervention with patients and their caregivers are illustrated with vivid case examples.Trade Review"This outstanding book is a true gem. Covering central topics in geriatric neuropsychology, it is organized in a pedagogically logical manner and is well written and highly relevant to practice. The book offers an important conceptualization of the experience of cognitive decline that goes beyond diagnostic categories. The discussion of assessment helps the practitioner carefully distinguish the range of normal aging states from static and transition states of mild cognitive decline and dementia. The book describes pharmacologic, cognitive training, and psychological interventions aimed at optimizing well-being, compensatory skill, and functional skill. It can be welcomed as a strong primary resource for any neuropsychologist or student practicing with elders. As the landscape of our aging population changes, this is a valuable resource for practice and teaching that is worthy of ownership and frequent reference."--Deborah Koltai, PhD, ABPP/CN, Director, Duke Clinical Neuropsychology Service; Associate Professor, Departments of Neurology, Psychiatry and Behavioral Sciences, and Neurosurgery, Duke University Medical Center "Tuokko and Smart--both of whom are accomplished researchers and clinicians--provide an excellent evidence-based reference. The integrative, developmentally focused approach to both assessment and treatment helps prepare clinicians, students, and trainees to establish a comprehensive understanding of each patient--not just his or her symptoms--in order to make a meaningful difference in the person’s life. A particularly important feature that sets this book apart from others on cognitive decline is its coverage of cognitive wellness and factors that promote neurological health and protect against cognitive decline. This is a book that neuropsychologists who evaluate and treat older adults, and those preparing for such a career, should read and keep nearby."--Shane S. Bush, PhD, ABPP, private practice, Lake Ronkonkoma, New York; adjunct faculty, Department of Psychology, University of Alabama "Essential reading for neuropsychologists, geriatricians, neurologists, and psychiatrists who provide services for older adults. What makes the book distinctive is its accessible overview of the cognitive aging process that successfully integrates basic and cognitive neuroscience, clinical neuropsychology, and lifespan development approaches. Chapters on intervention are particularly useful, offering practical guidance and tools to improve aspects of cognitive, emotional, and behavioral functioning. A strength of the book, overall, is its emphasis on the relative influences of biological, psychological, and social factors in the stunningly complex, often nonlinear trajectory of cognitive aging."--Laura A. Rabin, PhD, Department of Psychology, Brooklyn College of the City University of New York "Highly readable and with broad coverage of key topics, this volume is sure to appeal to seasoned clinicians as well as students. The book contains a helpful introduction to both protective and risk factors for cognitive decline. It supports interpretation of individuals' current cognitive symptom presentations based on an integrative developmental perspective that is sensitive to a range of potential contributing factors. This framework--coupled with clinical assessment guidelines and engaging case studies--brings to life the process of interpreting often complex assessment scenarios. The distillation of empirical research on types of interventions suitable for specific neuropsychological presentations is extremely useful. A valuable resource."--Nancy A. Pachana, PhD, FASSA, Codirector, Aging Mind Initiative, University of Queensland, Australia -Recommended. Graduate students, researchers, and practitioners.--Choice Reviews, 1/1/2019Table of ContentsI. An Overview of Cognitive Decline in Later Life 1. Introduction to the Study of Cognitive Decline 2. Factors Protective against Cognitive Decline 3. Factors Predictive of Cognitive Decline II. Assessment Strategies for Late-Life Cognitive Decline 4. An Integrative, Developmental Approach to Assessment 5. Normal Age-Related Cognitive Decline 6. Subjective Cognitive Decline 7. Mild Cognitive Impairment 8. Dementia III. Interventions for Late-Life Cognitive Decline 9. An Integrative, Developmental Approach to Intervention 10. Pharmacological Interventions 11. Cognitive and Behavioral Interventions 12. Psychological Interventions References Index

Read more less

Book SynopsisThe leading clinical reference work in the field--now significantly revised with 85% new material--this handbook gives practitioners and students a comprehensive understanding of the causes, consequences, and management of adult and childhood obesity. In concise, extensively referenced chapters from preeminent authorities, the Handbook presents foundational knowledge and reviews evidence-based psychosocial and lifestyle interventions as well as pharmacological and surgical treatments. It provides guidelines for conducting psychosocial and medical assessments and for developing individualized treatment plans. The effects of obesity--and of weight loss--on physical and psychological well-being are reviewed, as are strategies for helping patients maintain their weight loss. New to This Edition *Many new authors and topics; extensively revised and expanded with over 15 years of research and clinical advances, including breakthroughs in understanding the biological regTrade Review"Wadden and Bray have done a remarkable job. Chapter authors provide the 'big picture' on each topic as well as figures and tables that allow interested readers to drill down on the specific information they need. A great deal of recent treatment data is included in chapters that are well designed to help providers interested in providing all treatment options for their patients. The chapter on surgical treatment has some of the best drawings showing the different types of bariatric surgery procedures that I have seen. In addition, I particularly like the new section on behavioral, environmental, and psychosocial contributors to obesity. This is the kind of book you will want to have at hand when any question arises about the causes and treatment of obesity. It will be extremely useful to trainees in obesity medicine; many of the chapters will make excellent reading assignments."--Michael D. Jensen, MD, Thomas J. Watson, Jr. Professor in Honor of Dr. Robert L. Frye, Mayo Clinic College of Medicine "Since so much has changed in our understanding of obesity and its treatment in adults and children in the past 15 years, this second edition comes at the perfect time. The book provides a comprehensive resource, with many more chapters than the first edition. Each chapter is written by a leading authority in the field and addresses an important issue in the etiology, consequences, and treatment of this disease. This will certainly be the go-to book on obesity for researchers, clinicians, and students."--Rena R. Wing, PhD, Department of Psychiatry and Human Behavior, Brown University Medical School; Director, Weight Control and Diabetes Research Center, The Miriam Hospital "This second edition offers a comprehensive, up-to-date summary of the state of the art regarding all aspects of obesity, including its prevalence, etiology, environmental and psychosocial contributors, manifestations, consequences, and treatment in a variety of settings. In addition, the volume reviews research relevant to public policy, organization of obesity care, and pediatric and adolescent populations. A definitive reference from recognized authorities."--Bruce M. Wolfe, MD, FACS, FASMBS, Professor of Surgery and Vice Chair of Research, Division of Bariatric Surgery, Oregon Health and Science University "The editors, pioneers in the field, have recruited the world’s leading experts. The book contains an incredible wealth of knowledge, providing the broadest and most authoritative coverage in the field. It provides new and updated information on diverse topics including epidemiology, etiology, body weight regulation, energy metabolism, genetic influences, the microbiome in obesity, recently approved medications, surgical approaches, and behavioral interventions. The latest in insurance coverage, childhood obesity, and primary prevention is extensively reviewed. This is the indispensable resource for all researchers and clinicians involved in the management of obesity, and will remain the go-to source for years to come. It’s a terrific handbook and really all you need."--John P. Foreyt, PhD, Professor, Department of Medicine, Baylor College of Medicine "The second edition of this handbook fully encompasses the enormous strides that have been made in the etiology, genetics, assessment, and treatment of this disease since the first edition was published. Written by leaders in clinical practice and research, chapters cover emerging topics including the role of the gut microbiome in energy balance, the hypothalamus as the central control of body weight regulation, and new paradigms in treatment. Topics are thoroughly condensed into a readable, useful format. This second edition will be a staple for any graduate course in obesity medicine or obesity research. It will be in demand among physicians and surgeons at any level--medical students to faculty. Reading this book, I was excited to realize what knowledge we have gained over the last 15 years pertaining to obesity medicine and surgery, psychological approaches, the obesity epidemic, and energy regulation."--Caroline M. Apovian, MD, FACP, FTOS, DABOM, Professor of Medicine and Pediatrics, Boston University School of Medicine; Director, Center for Nutrition and Weight Management, Boston Medical Center -Table of ContentsI. Prevalence, Consequences, and Etiology of Obesity 1. Epidemiology and Health and Economic Consequences of Obesity, Graham A. Colditz & Hank Dart 2. Gut-to-Brain Mechanisms of Body Weight Regulation, Matthew R. Hayes 3. Energy Expenditure and Obesity, Kara L. Marlatt & Eric Ravussin 4. Genetics of Obesity, I. Sadaf Farooqi 5. Human Energy Homeostasis and the Gut Microbiome, Michael Rosenbaum & Rudolph L. Leibel II. Behavioral, Environmental, and Psychosocial Contributors to Obesity 6. The Role of Portion Size, Energy Density, and Variety in Obesity and Weight Management, Barbara J. Rolls 7. Physical Activity and the Development of Obesity, Claude Bouchard, Peter T. Katzmarzyk, & Robert Ross 8. Sleep and Obesity, Andrea M. Spaeth & David F. Dinges 9. Social, Economic, and Physical Environmental Contributors to Obesity among Adults, Joreintje Dingena Mackenbach, Jeroen Lakerveld, & Johannes Brug 10. Psychosocial Contributors to and Consequences of Obesity, Rebecca M. Puhl & Rebecca L. Pearl 11. Obesity, Eating Disorders, and Addiction, Courtney McCuen-Wurst & Kelly C. Allison III. Health Consequences of Weight Reduction 12. The Impact of Intentional Weight Loss on Major Morbidity and Mortality, Edward W. Gregg & Marcela Rodriguez Flores 13. Weight Loss and Changes in Psychosocial Status and Cognitive Function, Candice A. Myers & Corby K. Martin 14. Effects of Lifestyle Interventions on Health-Related Quality of Life and Physical Functioning, W. Jack Rejeski & Donald A. Williamson IV. Assessment of Patients with Obesity 15. Medical Evaluation of Patients with Obesity, Rekha B. Kumar & Louis J. Aronne 16. Behavioral Assessment of Patients with Obesity, Jena A. Shaw Tronieri & Thomas A. Wadden V. Treatment of Obesity in Adults 17. An Overview of the Treatment of Obesity in Adults, Thomas A. Wadden, Zayna M. Bakizada, Steven Z. Wadden, & Naji Alamuddin 18. Dietary Treatment of Overweight and Obesity, Arne S. Astrup 19. Physical Activity and Weight Management, John M. Jakicic, Renee J. Rogers, Sally A. Sherman, & Sara J. Kovacs 20. Behavioral Treatment of Obesity, Stephanie Gomez-Rubalcava, Kaitlin Stabbert, & Suzanne Phelan 21. The Role of Medications in Weight Management, George A. Bray & Donna H. Ryan 22. Surgical Treatment of Obesity, Zubaidah Nor Hanipah, Ali Aminian, & Philip R. Schauer 23. Maintenance of Weight Lost in Behavioral Treatment of Obesity, Michael G. Perri & Aviva H. Ariel-Donges VI. Additional Approaches to and Resources for the Treatment of Obesity 24. The Emerging Field of Obesity Medicine, Robert F. Kushner & Scott Kahan 25. Coverage of Obesity Treatment: Costs and Benefits, Morgan Downey & Theodore K. Kyle 26. Obesity Treatment Perspectives in U.S. Racial/Ethnic Minority Populations, Shiriki K. Kumanyika 27. Treatment of Obesity in Primary Care, Adam G. Tsai & Thomas A. Wadden 28. Remotely Delivered Interventions for Obesity, Deborah F. Tate, Brooke T. Nezami, & Carmina G. Valle 29. Commercial Weight-Loss Programs, Kimberly A. Gudzune & Jeanne M. Clark 30. Treatment of Obesity in Community Setting, Delia Smith West, Rebecca A. Krukowski, & Chelsea A. Larsen 31. Alternative Behavioral Weight Loss Approaches: Acceptance and Commitment Therapy and Motivational Interviewing, Meghan L. Butryn, Leah M. Schumacher, & Evan M. Forman 32. Behavioral Economics and Weight Management, Mitesh S. Patel & Kevin G. M. Volpp 33. Nonsurgical Interventional Modalities for the Treatment of Obesity, Jacqueline M. Soegaard Ballester, Casey H. Halpern, Noel N. Williams, & Kristoffel R. Dumon 34. Treatment of Eating Disorders in Persons with Obesity, Carlos M. Grilo 35. Obesity and Body Image Dissatisfaction, David B. Sarwer, Colleen M. Tewksbury, & Heather M. Polonsky 36. Obesity, Weight Management, and Self-Esteem, Carol Johnson VII. Childhood Obesity and Obesity Prevention 37. The Development of Childhood Obesity, Tanja V. E. Kral & Robert I. Berkowitz 38. Prevention of Obesity in Youth: Findings from Controlled Trials, Hannah G. Lawman, Alexis C. Wojtanowski, & Gary D. Foster 39. Behavioral Treatment of Obesity in Youth, Katherine N. Balantekin, Denise E. Wilfley, & Leonard H. Epstein 40. Pharmacological Treatment of Pediatric Obesity, Robert I. Berkowitz & Ariana M. Chao 41. Bariatric Surgery in Adolescents with Severe Obesity, Andrew J. Beamish & Thomas H. Inge 42. Using Public Policy to Address Obesity: Past, Present, and Future, Marlene B. Schwartz & Kelly D. Brownell Author Index Subject Index

Read more less

Book SynopsisAcclaimed for its encyclopedic coverage, this is the only handbook that synthesizes current knowledge and clinical practices in the fields of both eating disorders and obesity. Like the prior editions, the significantly revised third edition features more than 100 concise, focused chapters with lists of key readings in place of extended references. All aspects of eating disorders and obesity are addressed by foremost clinical researchers: classification, causes, consequences, risk factors, and pathophysiology, as well as prevention, treatment, assessment, and diagnosis. New to This Edition *Reflects 15 years of important advances in both fields, including state-of-the-art intervention approaches and a growing focus on how the brain regulates eating behavior. *Dozens of entirely new chapters. *New topics: epigenetics, body weight and neurocognitive function, stress and emotion regulation, the gut microbiome, surgical devices for obesity, food labeling and marketinTrade Review"Although the fields of obesity and eating disorders still sit side by side with only tentative tendrils combining them, this handbook, over subsequent editions, is helping to foster needed integration. The brief, easily read chapters in the third edition provide an up-to-date and comprehensive survey of both fields."--W. Stewart Agras, MD, Department of Psychiatry and Behavioral Sciences (Emeritus), Stanford University "This thoroughly updated handbook once again assembles a world-class roster of authors to cover the state of the science in eating and weight disorders. The third edition features important new discoveries across a broad disciplinary spectrum. Grounded in research and offering well-selected recommendations for follow-up reading, this is a valuable text for courses in eating disorders, obesity, and behavioral health (to name a few). Written in clear and compelling prose, the book is a 'must read' for anyone who wants to understand and find practical solutions to the challenges and suffering that arise from eating and weight disorders.”--Ruth Striegel Weissman, PhD, Walter A. Crowell University Professor of the Social Sciences, Wesleyan University "An exceptionally well-crafted work. The fields addressed are covered broadly and deeply, yet surprisingly succinctly--a remarkable amount of material is packed into these pages. The third edition has been updated and expanded considerably, and covers developing areas of growing importance, as well as clinical and research questions that are often overlooked. The authors are the leaders in their disciplines, often the primary contributors in each field. This handbook will remain a central text for many years; I highly recommend it for practitioners, researchers, and students in various clinical and basic science fields."--James E. Mitchell, MD, The Lee A. Christoferson Chair in Neuroscience Research and Chester Fritz Distinguished University Professor, University of North Dakota School of Medicine and Health Sciences "This authoritative work examines multiple rapidly evolving facets of a highly complex area. The volume takes a 'deep dive' into the concepts and latest developments pertaining to understanding and treatment of eating disorders and obesity, including advances across medical disciplines and the behavioral sciences. It is a 'must have' for students and clinicians."--Louis J. Aronne, MD, FACP, DABOM, Sanford I. Weill Professor of Metabolic Research, Weill Cornell College of Medicine; Chairman, American Board of Obesity Medicine -Table of Contents□□I□.□ □F□o□u□n□d□a□t□i□o□n□s□□ □R□e□g□u□l□a□t□i□o□n□ □o□f□ □B□o□d□y□ □W□e□i□g□h□t□□ □1□.□ □C□e□n□t□r□a□l□ □N□e□u□r□a□l□ □P□a□t□h□w□a□y□s□ □a□n□d□ □I□n□t□e□g□r□a□t□i□o□n□ □i□n□ □t□h□e□ □C□o□n□t□r□o□l□ □o□f□ □F□o□o□d□ □I□n□t□a□k□e□ □a□n□d□ □E□n□e□r□g□y□ □B□a□l□a□n□c□e□,□ □G□a□r□y□ □J□.□ □S□c□h□w□a□r□t□z□□ □2□.□ □D□e□c□r□e□a□s□e□d□ □P□e□r□i□p□h□e□r□a□l□ □H□o□r□m□o□n□a□l□ □N□e□g□a□t□i□v□e□-□F□e□e□d□b□a□c□k□ □C□o□n□t□r□o□l□ □o□f□ □F□o□o□d□ □I□n□t□a□k□e□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□ □i□n□ □O□b□e□s□i□t□y□,□ □G□e□r□a□r□d□ □P□.□ □S□m□i□t□h□□ □3□.□ □L□e□p□t□i□n□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□,□ □Y□i□y□i□n□g□ □Z□h□a□n□g□ □&□a□m□p□;□ □R□u□d□o□l□p□h□ □L□.□ □L□e□i□b□e□l□□ □4□.□ □G□e□n□e□t□i□c□s□ □o□f□ □O□b□e□s□i□t□y□ □a□n□d□ □R□e□l□a□t□e□d□ □T□r□a□i□t□s□,□ □R□u□t□h□ □J□.□ □F□.□ □L□o□o□s□ □&□a□m□p□;□ □R□u□d□o□l□p□h□ □L□.□ □L□e□i□b□e□l□□ □5□.□ □T□h□e□ □E□p□i□g□e□n□e□t□i□c□s□ □o□f□ □O□b□e□s□i□t□y□,□ □A□l□e□x□i□s□ □C□.□ □F□r□a□z□i□e□r□-□W□o□o□d□ □&□a□m□p□;□ □D□a□v□i□d□ □B□.□ □A□l□l□i□s□o□n□□ □6□.□ □P□r□e□n□a□t□a□l□ □E□f□f□e□c□t□s□ □o□n□ □B□o□d□y□ □W□e□i□g□h□t□,□ □E□m□i□l□y□ □O□k□e□n□□ □7□.□ □T□a□s□t□e□,□ □E□a□t□i□n□g□,□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□,□ □L□i□n□d□a□ □M□.□ □B□a□r□t□o□s□h□u□k□□ □8□.□ □P□h□y□s□i□o□l□o□g□i□c□a□l□ □A□d□a□p□t□a□t□i□o□n□s□ □F□o□l□l□o□w□i□n□g□ □W□e□i□g□h□t□ □R□e□d□u□c□t□i□o□n□,□ □M□i□c□h□a□e□l□ □R□o□s□e□n□b□a□u□m□ □&□a□m□p□;□ □R□u□d□o□l□p□h□ □L□.□ □L□e□i□b□e□l□□ □9□.□ □B□o□d□y□ □C□o□m□p□o□s□i□t□i□o□n□,□ □N□e□r□y□s□ □A□s□t□b□u□r□y□ □&□a□m□p□;□ □D□y□m□p□n□a□ □G□a□l□l□a□g□h□e□r□□ □1□0□.□ □E□n□e□r□g□y□ □E□x□p□e□n□d□i□t□u□r□e□ □a□n□d□ □t□h□e□ □R□e□g□u□l□a□t□i□o□n□ □o□f□ □E□n□e□r□g□y□ □B□a□l□a□n□c□e□,□ □E□r□i□c□ □R□a□v□u□s□s□i□n□□ □1□1□.□ □M□a□c□r□o□n□u□t□r□i□e□n□t□s□,□ □E□n□e□r□g□y□ □B□a□l□a□n□c□e□,□ □a□n□d□ □B□o□d□y□ □W□e□i□g□h□t□ □R□e□g□u□l□a□t□i□o□n□,□ □K□e□v□i□n□ □D□.□ □H□a□l□l□□ □1□2□.□ □C□o□g□n□i□t□i□v□e□ □N□e□u□r□o□s□c□i□e□n□c□e□ □a□n□d□ □t□h□e□ □R□i□s□k□ □f□o□r□ □W□e□i□g□h□t□ □G□a□i□n□,□ □E□r□i□c□ □S□t□i□c□e□ □&□a□m□p□;□ □S□o□n□j□a□ □Y□o□k□u□m□□ □1□3□.□ □B□o□d□y□ □W□e□i□g□h□t□ □a□n□d□ □N□e□u□r□o□c□o□g□n□i□t□i□v□e□ □F□u□n□c□t□i□o□n□,□ □M□i□s□t□y□ □A□.□ □W□.□ □H□a□w□k□i□n□s□ □&□a□m□p□;□ □J□o□h□n□ □G□u□n□s□t□a□d□□ □P□s□y□c□h□o□l□o□g□i□c□a□l□ □a□n□d□ □S□o□c□i□a□l□ □F□a□c□t□o□r□s□□ □1□4□.□ □A□c□q□u□i□s□i□t□i□o□n□ □o□f□ □F□o□o□d□ □P□r□e□f□e□r□e□n□c□e□s□ □a□n□d□ □E□a□t□i□n□g□ □P□a□t□t□e□r□n□s□ □i□n□ □C□h□i□l□d□r□e□n□,□ □J□e□n□n□i□f□e□r□ □O□r□l□e□t□ □F□i□s□h□e□r□ □&□a□m□p□;□ □L□e□a□n□n□ □L□.□ □B□i□r□c□h□□ □1□5□.□ □P□a□r□e□n□t□a□l□ □F□o□o□d□ □R□u□l□e□s□ □a□n□d□ □C□h□i□l□d□r□e□n□&□r□s□q□u□o□;□s□ □E□a□t□i□n□g□:□ □I□n□t□e□n□d□e□d□ □a□n□d□ □U□n□i□n□t□e□n□d□e□d□ □C□o□n□s□e□q□u□e□n□c□e□s□,□ □M□y□l□e□s□ □S□.□ □F□a□i□t□h□□ □1□6□.□ □P□r□e□v□a□l□e□n□c□e□ □a□n□d□ □D□e□m□o□g□r□a□p□h□i□c□s□ □o□f□ □D□i□e□t□i□n□g□,□ □A□n□d□r□e□w□ □J□.□ □H□i□l□l□□ □1□7□.□ □T□h□e□ □I□m□p□a□c□t□ □o□f□ □D□i□e□t□i□n□g□,□ □D□i□a□n□n□e□ □N□e□u□m□a□r□k□-□S□z□t□a□i□n□e□r□ □&□a□m□p□;□ □K□a□t□i□e□ □A□.□ □L□o□t□h□□ □1□8□.□ □W□e□i□g□h□t□ □S□u□p□p□r□e□s□s□i□o□n□,□ □M□i□c□h□a□e□l□ □R□.□ □L□o□w□e□□ □1□9□.□ □O□r□i□g□i□n□s□ □o□f□ □B□i□n□g□e□ □E□a□t□i□n□g□:□ □P□e□d□i□a□t□r□i□c□ □L□o□s□s□-□o□f□-□C□o□n□t□r□o□l□ □E□a□t□i□n□g□,□ □M□a□r□i□a□n□ □T□a□n□o□f□s□k□y□-□K□r□a□f□f□□ □2□0□.□ □S□o□c□i□o□c□u□l□t□u□r□a□l□ □I□n□f□l□u□e□n□c□e□s□ □o□n□ □B□o□d□y□ □I□m□a□g□e□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□t□u□r□b□a□n□c□e□,□ □A□n□n□e□ □E□.□ □B□e□c□k□e□r□□ □2□1□.□ □S□t□i□g□m□a□,□ □D□i□s□c□r□i□m□i□n□a□t□i□o□n□,□ □a□n□d□ □O□b□e□s□i□t□y□,□ □R□e□b□e□c□c□a□ □M□.□ □P□u□h□l□□ □2□2□.□ □B□o□d□y□ □I□m□a□g□e□,□ □O□b□e□s□i□t□y□,□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □J□.□ □K□e□v□i□n□ □T□h□o□m□p□s□o□n□ □&□a□m□p□;□ □L□a□u□r□e□n□ □S□c□h□a□e□f□e□r□□ □2□3□.□ □B□o□d□y□ □D□y□s□m□o□r□p□h□i□c□ □D□i□s□o□r□d□e□r□,□ □K□a□t□h□a□r□i□n□e□ □A□.□ □P□h□i□l□l□i□p□s□□ □2□4□.□ □D□o□e□s□ □A□d□d□r□e□s□s□i□n□g□ □O□b□e□s□i□t□y□ □C□r□e□a□t□e□ □R□i□s□k□ □f□o□r□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□?□,□ □K□e□n□d□r□i□n□ □R□.□ □S□o□n□n□e□v□i□l□l□e□ □&□a□m□p□;□ □S□.□ □B□r□y□n□ □A□u□s□t□i□n□□ □I□I□.□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □C□l□i□n□i□c□a□l□ □C□h□a□r□a□c□t□e□r□i□s□t□i□c□s□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □2□5□.□ □T□h□e□ □H□i□s□t□o□r□y□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □R□i□c□h□a□r□d□ □A□.□ □G□o□r□d□o□n□□ □2□6□.□ □C□l□a□s□s□i□f□i□c□a□t□i□o□n□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □B□.□ □T□i□m□o□t□h□y□ □W□a□l□s□h□□ □2□7□.□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□,□ □E□v□e□l□y□n□ □A□t□t□i□a□□ □2□8□.□ □S□e□v□e□r□e□ □a□n□d□ □E□n□d□u□r□i□n□g□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□,□ □S□t□e□p□h□e□n□ □W□.□ □T□o□u□y□z□ □&□a□m□p□;□ □P□h□i□l□l□i□p□a□ □J□.□ □H□a□y□□ □2□9□.□ □B□u□l□i□m□i□a□ □N□e□r□v□o□s□a□,□ □P□a□m□e□l□a□ □K□.□ □K□e□e□l□□ □3□0□.□ □B□i□n□g□e□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□,□ □M□i□c□h□a□e□l□ □J□.□ □D□e□v□l□i□n□□ □3□1□.□ □A□v□o□i□d□a□n□t□/□R□e□s□t□r□i□c□t□i□v□e□ □F□o□o□d□ □I□n□t□a□k□e□ □D□i□s□o□r□d□e□r□,□ □R□a□c□h□e□l□ □B□r□y□a□n□t□-□W□a□u□g□h□□ □3□2□.□ □N□i□g□h□t□ □E□a□t□i□n□g□ □S□y□n□d□r□o□m□e□,□ □K□e□l□l□y□ □C□.□ □A□l□l□i□s□o□n□□ □3□3□.□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□ □i□n□ □M□a□l□e□s□,□ □T□h□e□o□d□o□r□e□ □E□.□ □W□e□l□t□z□i□n□□ □3□4□.□ □M□e□d□i□c□a□l□ □C□o□m□p□l□i□c□a□t□i□o□n□s□ □o□f□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□,□ □P□h□i□l□i□p□ □S□.□ □M□e□h□l□e□r□□ □3□5□.□ □M□e□d□i□c□a□l□ □C□o□m□p□l□i□c□a□t□i□o□n□s□ □o□f□ □B□u□l□i□m□i□a□ □N□e□r□v□o□s□a□,□ □P□h□i□l□i□p□ □S□.□ □M□e□h□l□e□r□□ □3□6□.□ □M□e□d□i□c□a□l□ □C□o□m□p□l□i□c□a□t□i□o□n□s□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□ □i□n□ □C□h□i□l□d□r□e□n□ □a□n□d□ □A□d□o□l□e□s□c□e□n□t□s□,□ □N□e□v□i□l□l□e□ □H□.□ □G□o□l□d□e□n□□ □3□7□.□ □C□o□n□n□e□c□t□i□o□n□s□ □b□e□t□w□e□e□n□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□ □a□n□d□ □O□b□e□s□i□t□y□,□ □M□a□r□s□h□a□ □D□.□ □M□a□r□c□u□s□□ □E□p□i□d□e□m□i□o□l□o□g□y□ □a□n□d□ □E□t□i□o□l□o□g□y□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □3□8□.□ □E□p□i□d□e□m□i□o□l□o□g□y□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □H□a□n□s□ □W□.□ □H□o□e□k□□ □3□9□.□ □G□l□o□b□a□l□ □M□e□n□t□a□l□ □H□e□a□l□t□h□ □a□n□d□ □P□r□i□o□r□i□t□i□e□s□ □f□o□r□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □K□a□t□h□l□e□e□n□ □M□.□ □P□i□k□e□□ □4□0□.□ □T□h□e□ □G□e□n□e□t□i□c□s□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □C□y□n□t□h□i□a□ □M□.□ □B□u□l□i□k□ □&□a□m□p□;□ □G□e□r□o□m□e□ □B□r□e□e□n□□ □4□1□.□ □R□i□s□k□ □F□a□c□t□o□r□s□ □f□o□r□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □K□a□r□i□n□a□ □L□.□ □A□l□l□e□n□ □&□a□m□p□;□ □U□l□r□i□k□e□ □S□c□h□m□i□d□t□□ □4□2□.□ □E□m□o□t□i□o□n□ □R□e□g□u□l□a□t□i□o□n□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □S□t□e□p□h□e□n□ □A□.□ □W□o□n□d□e□r□l□i□c□h□ □&□a□m□p□;□ □J□a□s□o□n□ □M□.□ □L□a□v□e□n□d□e□r□□ □4□3□.□ □D□i□s□t□u□r□b□a□n□c□e□s□ □o□f□ □t□h□e□ □C□e□n□t□r□a□l□ □N□e□r□v□o□u□s□ □S□y□s□t□e□m□ □i□n□ □A□n□o□r□e□x□i□a□ □N□e□r□v□o□s□a□ □a□n□d□ □B□u□l□i□m□i□a□ □N□e□r□v□o□s□a□,□ □L□a□u□r□a□ □A□.□ □B□e□r□n□e□r□ □&□a□m□p□;□ □W□a□l□t□e□r□ □H□.□ □K□a□y□e□□ □4□4□.□ □C□o□g□n□i□t□i□v□e□ □N□e□u□r□o□s□c□i□e□n□c□e□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □J□o□a□n□n□a□ □E□.□ □S□t□e□i□n□g□l□a□s□s□□ □T□r□e□a□t□m□e□n□t□ □a□n□d□ □P□r□e□v□e□n□t□i□o□n□ □o□f□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□□ □4□5□.□ □A□s□s□e□s□s□m□e□n□t□ □o□f□ □F□e□e□d□i□n□g□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □J□e□n□n□i□f□e□r□ □J□.□ □T□h□o□m□a□s□□ □4□6□.□ □C□o□g□n□i□t□i□v□e□ □B□e□h□a□v□i□o□r□ □T□h□e□r□a□p□y□ □a□n□d□ □E□a□t□i□n□g□ □D□i□s□o□r□d□e□r□s□,□ □C□h□r□i□s□t□o□p□h□e□r□ □G□.□ □F□a□i□r□b□u□r□n□□ □4□7□.□ □I□n□t□e□r□p□e□r□s□o□n□a□l□ □P□s□y□c□h□o□t□h□e□r□a□p□y□,□ □D□e□n□i□s□e□ □E□.□ □W□i□l□f□l□e□y□ □&□a□m□p□;□ □D□a□w□n□ □M□.□ □E□i□c□h□e□n□□ □4□8□.□ □F□a

Read more less

Book SynopsisThis highly regarded text--now revised and expanded with 50% new material--helps students and professionals build their knowledge and competencies for effective intercultural communication in any setting. The authors' comprehensive, updated theoretical framework (integrative identity negotiation theory) reveals how both verbal and nonverbal communication are affected by multilayered facets of identity. Written in a candid, conversational style, the book is rich with engaging examples illustrating cultural conflicts and misunderstandings that arise in workplace, educational, interpersonal, and community contexts. Readers learn how to transform polarized conversations into successful intercultural engagements by combining knowledge about culture with mindful listening and communication skills. New to This Edition *Extensively revised to reflect the ongoing development of integrative identity negotiation theory, nearly 20 years of research advances, the growing diversity ofTrade Review"I have reviewed almost all of the current intercultural communication texts, and I can state with certainty that Communicating Across Cultures, Second Edition, is the best I have read. The text is thorough, yet remains interesting, engaging, and digestible. Today, more than ever, we need to concentrate on building cultural competencies in our students. This text is a vehicle for doing so."--Michael J. Woeste, EdD, Department of Communication, University of Cincinnati"What courage! In the midst of the greatest global mobility ever, Ting-Toomey and Dorjee have seized this moment to weave together intercultural knowledge, attitudes, and behaviors to develop powerful bridges across troubled waters. Expanding on Ting-Toomey’s first edition, the second edition eloquently synthesizes different contexts, disciplines, and perspectives. The book's examination of mindfulness and identity negotiation encompasses both domestic and international complexities. New discussions of mobility, adjustment and acculturation, and social identity theory are fresh and relevant. This sophisticated text, suitable for upper-division undergraduates and graduate students, will take center stage on your desk."--Janet M. Bennett, PhD, Executive Director, The Intercultural Communication Institute“Utilizing an integrative identity negotiation theory framework, this book offers an in-depth, comprehensive, and research-based treatment of major intercultural communication theories and concepts, suitable for advanced undergraduate and beginning graduate courses. It examines core intercultural communication variables--identity, competence, values, culture shock, language, and nonverbal communication--before turning to important issues and settings such as immigration, intergroup biases, conflict, intimate relationships, and ethics. I am particularly pleased to see attention given to peacebuilding and social justice issues in the second edition. Ting-Toomey and Dorjee bring into the text their own rich experiences with intercultural communication, providing the reader with both motivation and tools for examining interaction and relationships in an increasingly interdependent, interconnected, and globalized world."--Benjamin J. Broome, PhD, Hugh Downs School of Human Communication, Arizona State University"The book pinpoints and substantively addresses significant factors that affect intercultural human relationships in multiple global contexts. Each chapter provides substantive content followed by a chapter summary and critical thinking questions. This well-researched second edition provides what students need to hone their knowledge, skills, practices, and sensitivities with regard to diverse populations. It will make a good required text for my Ethnic and Cultural Concepts and Principles course."--Rita Takahashi, PhD, School of Social Work, San Francisco State University"Of inestimable value for all individuals who recognize the importance of 'global and domestic diversity trends....Whether one is conversing with peers, loved ones or business contacts, using the strategies and information found in the pages of this book will, most assuredly, add to the quality of those interactions." (on the first edition)--Transcultural PsychiatryTable of ContentsI. Conceptual Foundations and Contextual Settings 1. Intercultural Communication: An Introduction 2. Intercultural–Intergroup Engagement: An Integrative Identify Negotiation Theory Framework 3. Sojourners’ Culture Shock and Intercultural Adjustment Patterns 4. Immigrants’ Acculturation Process and Intergroup Contacts II. Navigating Intercultural and Intergroup Communication with Mindfulness 5. Developing Intercultural and Intergroup Communication Competence: A Mindfulness Lens 6. Cultural Value Dimensions and Intercultural Encounters 7. Mindful Intercultural Verbal Communication 8. Mindful Intercultural Nonverbal Communication III. Boundary Regulation and Intercultural–Intergroup Relationship Development Processes 9. Understanding Intergroup Perceptual Filters, Biases, and Communicative Distance 10. Attending to Intercultural and Intergroup Conflict Issues 11. Attuning to Intercultural–Intimate Relationship Development Processes 12. Becoming Ethical Intercultural Practitioners and Improving Communication Practices Appendix A. Researching Intercultural and Intergroup Communication: Three Paradigms and Conflict Studies Examples Appendix B. “Be Surprised and Also Holding On!”: Honors Convocation Keynote Speech, May 22, 2009, Stella Ting-Toomey Appendix C. “Never Give Up!”: Commencement Speech, May 21, 2017, Tenzin Dorjee References Author Index Subject Index

Read more less

Book SynopsisThis timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.Trade Review"The book encourages instructors to teach qualitative research in a way that engages students and socializes them to be critical and reflexive researchers. It is rich in field activities and discussion topics that will undoubtedly be used by novice and seasoned instructors alike. Each activity is sufficiently described and structured so that students will not flounder. Beyond advancing qualitative thinking in all of its dimensions, these activities will also help to build a classroom peer culture built on trust."--Robin L. Jarrett, PhD, Department of Human Development and Family Studies, University of Illinois at Urbana–Champaign "Invaluable for those new to teaching qualitative research, as well as veteran faculty who are reflective practitioners who care about deeper learning for their students. I will absolutely recommend this book to instructors planning their qualitative research courses."--Wendy G. Troxel, EdD, Director, NACADA Center for Research, Kansas State University "An excellent resource for instructors at all levels. The book is chock-full of examples and experiential exercises designed to promote the development of essential skills at every stage of the research process, from development of the research question to publishing the findings. This thorough and thoughtful treatment of how to encourage burgeoning researchers to think qualitatively is sure to become a classic."--Renée Spencer, EdD, LICSW, Professor and Associate Dean for Research, Boston University School of Social Work "I love the exercises and activities, and believe they will enhance students’ understandings of qualitative research. They will be very useful for my class."--Dorian L. McCoy, PhD, Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville -Swaminathan and Mulvihill have written [this] book in an accessible way, which is most helpful, while giving nods to the deep and complicated theories that form the bedrock of qualitative methodology….The authors begin their discussion in a consideration of the kinds of approaches that a teacher can take. This section was one of the most valuable findings in the book because it highlights a notion that some may take for granted--our assumptions and epistemologies surface in our classroom processing and dialogues….[This] book is the kind of resource I would expect to see in an instructor's office, but this is also a text that can be considered for upper-level doctoral work with students who wish to become teachers themselves. Step-by-step workshops are included so that teachers can begin to help students practice a variety of methods--while the possibility exists that students can read the book and follow the steps as well. In this way, the book can act as a kind of teacher's manual, but has wider uses….What Teaching Qualitative Research offers most readily and readably is a pedagogical approach that is absent from other volumes. By taking this track, Swaminathan and Mulvihill have begun to fill the need for texts that can enhance doing and learning qualitative approaches within the boundaries of a classroom.--The Qualitative Report, 12/2/2019Table of Contents□□1□.□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □T□e□a□c□h□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □W□h□y□ □I□s□ □I□t□ □I□m□p□e□r□a□t□i□v□e□ □T□h□a□t□ □W□e□ □B□u□i□l□d□ □a□ □P□e□d□a□g□o□g□i□c□a□l□ □C□u□l□t□u□r□e□ □A□r□o□u□n□d□ □P□r□e□p□a□r□i□n□g□ □t□h□e□ □N□e□x□t□ □G□e□n□e□r□a□t□i□o□n□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□s□?□□ □-□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □&□l□d□q□u□o□;□T□e□a□c□h□&□r□d□q□u□o□;□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □I□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □t□h□e□ □D□e□b□a□t□e□s□,□ □D□i□s□c□o□u□r□s□e□s□,□ □a□n□d□ □C□o□m□p□l□e□x□i□t□i□e□s□ □I□n□h□e□r□e□n□t□ □i□n□ □T□e□a□c□h□i□n□g□ □R□e□s□e□a□r□c□h□□ □-□ □D□i□f□f□e□r□e□n□t□ □F□i□e□l□d□s□ □a□n□d□ □t□h□e□ □I□s□s□u□e□s□ □i□n□ □C□o□m□m□o□n□ □f□o□r□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □I□n□s□t□i□t□u□t□i□o□n□a□l□ □A□r□r□a□n□g□e□m□e□n□t□s□ □a□n□d□ □P□o□l□i□t□i□c□s□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □2□.□ □S□o□ □Y□o□u□&□r□s□q□u□o□;□v□e□ □B□e□e□n□ □A□s□k□e□d□ □t□o□ □T□e□a□c□h□ □a□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □C□o□u□r□s□e□:□ □S□o□c□i□a□l□i□z□a□t□i□o□n□ □a□n□d□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □C□o□u□r□s□e□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□,□ □P□r□o□c□e□s□s□e□s□,□ □a□n□d□ □T□a□x□o□n□o□m□i□e□s□□ □-□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□ □o□f□ □C□o□u□r□s□e□s□ □a□n□d□ □U□n□d□e□r□s□t□a□n□d□i□n□g□ □t□h□e□ □L□e□a□r□n□e□r□□ □-□ □A□p□p□r□o□a□c□h□e□s□ □t□o□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □S□h□o□u□l□d□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □B□e□ □T□a□u□g□h□t□ □w□i□t□h□i□n□ □S□i□n□g□l□e□ □D□i□s□c□i□p□l□i□n□e□s□ □o□r□ □S□h□o□u□l□d□ □a□ □C□r□o□s□s□-□D□i□s□c□i□p□l□i□n□a□r□y□ □A□p□p□r□o□a□c□h□ □B□e□ □A□d□v□o□c□a□t□e□d□?□□ □-□ □W□h□y□ □T□e□a□c□h□ □C□r□i□t□i□c□a□l□l□y□?□ □W□h□a□t□ □O□t□h□e□r□ □A□p□p□r□o□a□c□h□e□s□ □A□r□e□ □P□o□s□s□i□b□l□e□?□□ □-□ □G□e□n□e□r□a□l□ □C□o□u□r□s□e□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□□ □-□ □K□n□o□w□i□n□g□ □t□h□e□ □L□e□a□r□n□e□r□:□ □C□o□u□n□t□e□r□i□n□g□ □a□n□d□ □W□o□r□k□i□n□g□ □w□i□t□h□ □t□h□e□ □R□e□s□i□s□t□a□n□t□ □L□e□a□r□n□e□r□□ □-□ □I□n□v□i□t□i□n□g□ □S□t□u□d□e□n□t□s□ □i□n□t□o□ □a□ □C□o□m□m□u□n□i□t□y□ □o□f□ □L□e□a□r□n□i□n□g□□ □-□ □R□e□f□l□e□c□t□i□o□n□ □o□r□ □R□e□f□l□e□c□t□i□v□e□ □P□r□a□c□t□i□c□e□s□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□1□.□ □P□r□i□o□r□ □t□o□ □T□e□a□c□h□i□n□g□ □t□h□e□ □C□o□u□r□s□e□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□2□.□ □P□l□a□n□n□i□n□g□ □t□o□ □T□e□a□c□h□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□3□.□ □T□h□i□n□k□i□n□g□ □a□b□o□u□t□ □T□e□a□c□h□i□n□g□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □S□a□m□p□l□e□ □S□y□l□l□a□b□i□ □T□e□m□p□l□a□t□e□s□ □(□F□a□c□e□-□t□o□-□F□a□c□e□,□ □W□o□r□k□s□h□o□p□ □a□n□d□ □S□t□u□d□i□o□ □B□a□s□e□d□,□ □O□n□l□i□n□e□)□□ □E□X□A□M□P□L□E□ □1□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □f□o□r□ □a□ □f□a□c□e□ □t□o□-□ □f□a□c□e□,□ □t□h□e□o□r□y□-□d□r□i□v□e□n□ □a□p□p□r□o□a□c□h□ □t□o□ □a□n□ □i□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □q□u□a□l□i□t□a□t□i□v□e□ □i□n□q□u□i□r□y□□ □E□X□A□M□P□L□E□ □2□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □u□s□i□n□g□ □w□o□r□k□s□h□o□p□ □a□n□d□ □s□t□u□d□i□o□ □p□e□d□a□g□o□g□i□e□s□ □f□o□r□ □a□ □f□a□c□e□-□t□o□-□f□a□c□e□ □g□r□a□d□u□a□t□e□ □s□e□m□i□n□a□r□ □o□n□ □e□t□h□n□o□g□r□a□p□h□y□ □a□n□d□ □e□d□u□c□a□t□i□o□n□□ □E□X□A□M□P□L□E□ □3□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □f□o□r□ □a□n□ □o□n□l□i□n□e□ □i□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □a□ □q□u□a□l□i□t□a□t□i□v□e□ □i□n□q□u□i□r□y□ □c□o□u□r□s□e□□ □3□.□ □I□t□&□r□s□q□u□o□;□s□ □N□e□v□e□r□ □T□o□o□ □E□a□r□l□y□ □t□o□ □S□t□a□r□t□ □&□l□d□q□u□o□;□T□h□i□n□k□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□l□y□□ □-□ □U□s□i□n□g□ □a□ □H□o□l□i□s□t□i□c□ □A□p□p□r□o□a□c□h□ □t□o□ □T□h□i□n□k□i□n□g□ □P□e□d□a□g□o□g□i□c□a□l□l□y□ □a□b□o□u□t□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □W□h□a□t□ □I□s□ □a□ □H□o□l□i□s□t□i□c□ □P□e□d□a□g□o□g□y□?□ □A□n□d□ □W□h□y□ □I□s□ □I□t□ □N□e□e□d□e□d□?□□ □-□ □K□e□y□ □C□h□a□r□a□c□t□e□r□i□s□t□i□c□s□ □o□f□ □H□o□l□i□s□t□i□c□ □P□e□d□a□g□o□g□y□ □f□o□r□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □T□h□i□n□k□ □Q□u□a□l□i□t□a□t□i□v□e□l□y□?□□ □-□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □t□h□r□o□u□g□h□ □E□x□p□e□r□i□e□n□t□i□a□l□ □L□e□a□r□n□i□n□g□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□1□.□ □G□r□o□c□e□r□y□ □S□t□o□r□e□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□2□.□ □T□h□e□ □O□u□t□s□i□d□e□r□□ □-□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □t□h□r□o□u□g□h□ □D□i□a□l□o□g□u□e□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□3□.□ □2□0□ □Q□u□e□s□t□i□o□n□s□□ □-□ □F□a□c□i□l□i□t□a□t□i□n□g□ □S□t□u□d□e□n□t□s□ □t□o□ □A□s□k□ □Q□u□a□l□i□t□a□t□i□v□e□ □Q□u□e□s□t□i□o□n□s□□ □-□ □E□x□a□m□p□l□e□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □L□e□a□d□i□n□g□ □t□o□ □R□e□s□e□a□r□c□h□ □f□r□o□m□ □S□i□d□e□w□a□l□k□□ □-□ □E□x□a□m□p□l□e□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □L□e□a□d□i□n□g□ □t□o□ □R□e□s□e□a□r□c□h□ □f□r□o□m□ □B□a□d□ □B□o□y□s□□ □-□ □R□e□f□l□e□x□i□v□e□ □T□h□i□n□k□i□n□g□ □f□o□r□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□s□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□4□.□ □B□r□a□i□n□s□t□o□r□m□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□s□□ □-□ □H□o□w□ □t□o□ □A□s□k□ □a□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □Q□u□e□s□t□i□o□n□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□5□.□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□ □a□n□d□ □I□ □(□E□y□e□)□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □4□.□ □W□h□a□t□ □D□o□ □Y□o□u□ □M□e□a□n□ □T□h□a□t□ □B□e□i□n□g□ □&□l□d□q□u□o□;□B□i□a□s□e□d□&□r□d□q□u□o□;□ □I□s□n□&□r□s□q□u□o□;□t□ □W□r□o□n□g□?□:□ □R□e□f□l□e□x□i□v□e□ □E□x□e□r□c□i□s□e□s□ □t□o□ □P□r□o□m□o□t□e□ □A□w□a□r□e□n□e□s□s□ □a□n□d□ □D□i□s□c□u□s□s□i□o□n□ □o□f□ □&□l□d□q□u□o□;□P□o□s□i□t□i□o□n□a□l□i□t□y□&□r□d□q□u□o□;□ □i□n□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □D□i□s□c□u□s□s□i□n□g□ □a□n□d□ □T□a□c□k□l□i□n□g□ □t□h□e□ □Q□u□e□s□t□i□o□n□s□ □o□f□ □B□i□a□s□□ □-□ □W□h□a□t□ □I□s□ □B□i□a□s□ □i□n□ □C□r□i□t□i□c□a□l□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □W□h□a□t□ □I□s□ □P□o□s□i□t□i□o□n□a□l□i□t□y□ □a□n□d□ □H□o□w□ □D□o□e□s□ □I□t□ □I□n□f□l□u□e□n□c□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □P□r□o□j□e□c□t□s□?□□ □-□ □H□i□e□r□a□r□c□h□i□c□a□l□ □P□o□s□i□t□i□o□n□i□n□g□s□ □a□n□d□ □t□h□e□ □&□l□d□q□u□o□;□O□t□h□e□r□&□r□d□q□u□o□;□ □i□n□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □T□h□e□ □R□o□l□e□ □o□f□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □E□t□h□i□c□a□l□ □C□o□n□s□i□d□e□r□a□t□i□o□n□s□□ □-□ □O□u□t□s□i□d□e□r□,□ □I□n□s□i□d□e□r□,□ □F□r□i□e□n□d□,□ □P□e□e□r□,□ □C□o□m□p□a□n□i□o□n□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □4□.□1□.□ □T□e□a□c□h□i□n□g□ □R□e□f□l□e□x□i□v□i□t□y□□ □-□ □I□d□e□n□t□i□t□y□ □a□n□d□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □4□.□2□.□ □U□n□d□e□r□s□t□a□n□d□i□n□g□ □Y□o□u□r□ □P□o□s□i□t□i□o□n□a□l□i□t□y□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □5□.□ □C□r□a□f□t□i□n□g□ □a□ □R□e□s□e□a□r□c□h□ □P□r□o□b□l□e□m□:□ □T□h□e□ □&□l□d□q□u□o□;□S□o□ □W□h□a□t□?□&□r□d□q□u□o□;□ □Q□u□e□s□t□i□o□n□□ □-□ □T□h□e□ □&□l□d□q□u□o□;□S□o□ □W□h□a□t□?□&□r□d□q□u□o□;□ □Q□u□e□s□t□i□o□n□□ □-□ □S□t□u□d□e□n□t□s□&□r□s□q□u□o□;□ □R□e□s□p□o□n□s□e□s□ □t□o□ □R□e□s□e□a□r□c□h□ □M□e□t□h□o□d□s□ □C□o□u□r□s□e□s□

Read more less

Book SynopsisThis timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish--from understanding positionality and crafting a research problem to writing up findings for different audiences.Trade Review"The book encourages instructors to teach qualitative research in a way that engages students and socializes them to be critical and reflexive researchers. It is rich in field activities and discussion topics that will undoubtedly be used by novice and seasoned instructors alike. Each activity is sufficiently described and structured so that students will not flounder. Beyond advancing qualitative thinking in all of its dimensions, these activities will also help to build a classroom peer culture built on trust."--Robin L. Jarrett, PhD, Department of Human Development and Family Studies, University of Illinois at Urbana–Champaign "Invaluable for those new to teaching qualitative research, as well as veteran faculty who are reflective practitioners who care about deeper learning for their students. I will absolutely recommend this book to instructors planning their qualitative research courses."--Wendy G. Troxel, EdD, Director, NACADA Center for Research, Kansas State University "An excellent resource for instructors at all levels. The book is chock-full of examples and experiential exercises designed to promote the development of essential skills at every stage of the research process, from development of the research question to publishing the findings. This thorough and thoughtful treatment of how to encourage burgeoning researchers to think qualitatively is sure to become a classic."--Renée Spencer, EdD, LICSW, Professor and Associate Dean for Research, Boston University School of Social Work "I love the exercises and activities, and believe they will enhance students’ understandings of qualitative research. They will be very useful for my class."--Dorian L. McCoy, PhD, Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville -Swaminathan and Mulvihill have written [this] book in an accessible way, which is most helpful, while giving nods to the deep and complicated theories that form the bedrock of qualitative methodology….The authors begin their discussion in a consideration of the kinds of approaches that a teacher can take. This section was one of the most valuable findings in the book because it highlights a notion that some may take for granted--our assumptions and epistemologies surface in our classroom processing and dialogues….[This] book is the kind of resource I would expect to see in an instructor's office, but this is also a text that can be considered for upper-level doctoral work with students who wish to become teachers themselves. Step-by-step workshops are included so that teachers can begin to help students practice a variety of methods--while the possibility exists that students can read the book and follow the steps as well. In this way, the book can act as a kind of teacher's manual, but has wider uses….What Teaching Qualitative Research offers most readily and readably is a pedagogical approach that is absent from other volumes. By taking this track, Swaminathan and Mulvihill have begun to fill the need for texts that can enhance doing and learning qualitative approaches within the boundaries of a classroom.--The Qualitative Report, 12/2/2019Table of Contents□□1□.□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □T□e□a□c□h□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □W□h□y□ □I□s□ □I□t□ □I□m□p□e□r□a□t□i□v□e□ □T□h□a□t□ □W□e□ □B□u□i□l□d□ □a□ □P□e□d□a□g□o□g□i□c□a□l□ □C□u□l□t□u□r□e□ □A□r□o□u□n□d□ □P□r□e□p□a□r□i□n□g□ □t□h□e□ □N□e□x□t□ □G□e□n□e□r□a□t□i□o□n□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□s□?□□ □-□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □&□l□d□q□u□o□;□T□e□a□c□h□&□r□d□q□u□o□;□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □I□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □t□h□e□ □D□e□b□a□t□e□s□,□ □D□i□s□c□o□u□r□s□e□s□,□ □a□n□d□ □C□o□m□p□l□e□x□i□t□i□e□s□ □I□n□h□e□r□e□n□t□ □i□n□ □T□e□a□c□h□i□n□g□ □R□e□s□e□a□r□c□h□□ □-□ □D□i□f□f□e□r□e□n□t□ □F□i□e□l□d□s□ □a□n□d□ □t□h□e□ □I□s□s□u□e□s□ □i□n□ □C□o□m□m□o□n□ □f□o□r□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □I□n□s□t□i□t□u□t□i□o□n□a□l□ □A□r□r□a□n□g□e□m□e□n□t□s□ □a□n□d□ □P□o□l□i□t□i□c□s□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □2□.□ □S□o□ □Y□o□u□&□r□s□q□u□o□;□v□e□ □B□e□e□n□ □A□s□k□e□d□ □t□o□ □T□e□a□c□h□ □a□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □C□o□u□r□s□e□:□ □S□o□c□i□a□l□i□z□a□t□i□o□n□ □a□n□d□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □C□o□u□r□s□e□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□,□ □P□r□o□c□e□s□s□e□s□,□ □a□n□d□ □T□a□x□o□n□o□m□i□e□s□□ □-□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□ □o□f□ □C□o□u□r□s□e□s□ □a□n□d□ □U□n□d□e□r□s□t□a□n□d□i□n□g□ □t□h□e□ □L□e□a□r□n□e□r□□ □-□ □A□p□p□r□o□a□c□h□e□s□ □t□o□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □S□h□o□u□l□d□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □B□e□ □T□a□u□g□h□t□ □w□i□t□h□i□n□ □S□i□n□g□l□e□ □D□i□s□c□i□p□l□i□n□e□s□ □o□r□ □S□h□o□u□l□d□ □a□ □C□r□o□s□s□-□D□i□s□c□i□p□l□i□n□a□r□y□ □A□p□p□r□o□a□c□h□ □B□e□ □A□d□v□o□c□a□t□e□d□?□□ □-□ □W□h□y□ □T□e□a□c□h□ □C□r□i□t□i□c□a□l□l□y□?□ □W□h□a□t□ □O□t□h□e□r□ □A□p□p□r□o□a□c□h□e□s□ □A□r□e□ □P□o□s□s□i□b□l□e□?□□ □-□ □G□e□n□e□r□a□l□ □C□o□u□r□s□e□ □D□e□s□i□g□n□ □P□r□i□n□c□i□p□l□e□s□□ □-□ □K□n□o□w□i□n□g□ □t□h□e□ □L□e□a□r□n□e□r□:□ □C□o□u□n□t□e□r□i□n□g□ □a□n□d□ □W□o□r□k□i□n□g□ □w□i□t□h□ □t□h□e□ □R□e□s□i□s□t□a□n□t□ □L□e□a□r□n□e□r□□ □-□ □I□n□v□i□t□i□n□g□ □S□t□u□d□e□n□t□s□ □i□n□t□o□ □a□ □C□o□m□m□u□n□i□t□y□ □o□f□ □L□e□a□r□n□i□n□g□□ □-□ □R□e□f□l□e□c□t□i□o□n□ □o□r□ □R□e□f□l□e□c□t□i□v□e□ □P□r□a□c□t□i□c□e□s□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□1□.□ □P□r□i□o□r□ □t□o□ □T□e□a□c□h□i□n□g□ □t□h□e□ □C□o□u□r□s□e□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□2□.□ □P□l□a□n□n□i□n□g□ □t□o□ □T□e□a□c□h□□ □F□A□C□U□L□T□Y□ □R□E□F□L□E□C□T□I□V□E□ □J□O□U□R□N□A□L□ □E□X□E□R□C□I□S□E□ □2□.□3□.□ □T□h□i□n□k□i□n□g□ □a□b□o□u□t□ □T□e□a□c□h□i□n□g□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □S□a□m□p□l□e□ □S□y□l□l□a□b□i□ □T□e□m□p□l□a□t□e□s□ □(□F□a□c□e□-□t□o□-□F□a□c□e□,□ □W□o□r□k□s□h□o□p□ □a□n□d□ □S□t□u□d□i□o□ □B□a□s□e□d□,□ □O□n□l□i□n□e□)□□ □E□X□A□M□P□L□E□ □1□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □f□o□r□ □a□ □f□a□c□e□ □t□o□-□ □f□a□c□e□,□ □t□h□e□o□r□y□-□d□r□i□v□e□n□ □a□p□p□r□o□a□c□h□ □t□o□ □a□n□ □i□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □q□u□a□l□i□t□a□t□i□v□e□ □i□n□q□u□i□r□y□□ □E□X□A□M□P□L□E□ □2□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □u□s□i□n□g□ □w□o□r□k□s□h□o□p□ □a□n□d□ □s□t□u□d□i□o□ □p□e□d□a□g□o□g□i□e□s□ □f□o□r□ □a□ □f□a□c□e□-□t□o□-□f□a□c□e□ □g□r□a□d□u□a□t□e□ □s□e□m□i□n□a□r□ □o□n□ □e□t□h□n□o□g□r□a□p□h□y□ □a□n□d□ □e□d□u□c□a□t□i□o□n□□ □E□X□A□M□P□L□E□ □3□.□ □S□o□m□e□ □e□l□e□m□e□n□t□s□ □i□n□c□l□u□d□e□d□ □i□n□ □a□ □s□y□l□l□a□b□u□s□ □f□o□r□ □a□n□ □o□n□l□i□n□e□ □i□n□t□r□o□d□u□c□t□i□o□n□ □t□o□ □a□ □q□u□a□l□i□t□a□t□i□v□e□ □i□n□q□u□i□r□y□ □c□o□u□r□s□e□□ □3□.□ □I□t□&□r□s□q□u□o□;□s□ □N□e□v□e□r□ □T□o□o□ □E□a□r□l□y□ □t□o□ □S□t□a□r□t□ □&□l□d□q□u□o□;□T□h□i□n□k□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□l□y□□ □-□ □U□s□i□n□g□ □a□ □H□o□l□i□s□t□i□c□ □A□p□p□r□o□a□c□h□ □t□o□ □T□h□i□n□k□i□n□g□ □P□e□d□a□g□o□g□i□c□a□l□l□y□ □a□b□o□u□t□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □W□h□a□t□ □I□s□ □a□ □H□o□l□i□s□t□i□c□ □P□e□d□a□g□o□g□y□?□ □A□n□d□ □W□h□y□ □I□s□ □I□t□ □N□e□e□d□e□d□?□□ □-□ □K□e□y□ □C□h□a□r□a□c□t□e□r□i□s□t□i□c□s□ □o□f□ □H□o□l□i□s□t□i□c□ □P□e□d□a□g□o□g□y□ □f□o□r□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □W□h□a□t□ □D□o□e□s□ □I□t□ □M□e□a□n□ □t□o□ □T□h□i□n□k□ □Q□u□a□l□i□t□a□t□i□v□e□l□y□?□□ □-□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □t□h□r□o□u□g□h□ □E□x□p□e□r□i□e□n□t□i□a□l□ □L□e□a□r□n□i□n□g□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□1□.□ □G□r□o□c□e□r□y□ □S□t□o□r□e□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□2□.□ □T□h□e□ □O□u□t□s□i□d□e□r□□ □-□ □T□e□a□c□h□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □t□h□r□o□u□g□h□ □D□i□a□l□o□g□u□e□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□3□.□ □2□0□ □Q□u□e□s□t□i□o□n□s□□ □-□ □F□a□c□i□l□i□t□a□t□i□n□g□ □S□t□u□d□e□n□t□s□ □t□o□ □A□s□k□ □Q□u□a□l□i□t□a□t□i□v□e□ □Q□u□e□s□t□i□o□n□s□□ □-□ □E□x□a□m□p□l□e□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □L□e□a□d□i□n□g□ □t□o□ □R□e□s□e□a□r□c□h□ □f□r□o□m□ □S□i□d□e□w□a□l□k□□ □-□ □E□x□a□m□p□l□e□ □o□f□ □Q□u□a□l□i□t□a□t□i□v□e□ □T□h□i□n□k□i□n□g□ □L□e□a□d□i□n□g□ □t□o□ □R□e□s□e□a□r□c□h□ □f□r□o□m□ □B□a□d□ □B□o□y□s□□ □-□ □R□e□f□l□e□x□i□v□e□ □T□h□i□n□k□i□n□g□ □f□o□r□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□s□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□4□.□ □B□r□a□i□n□s□t□o□r□m□i□n□g□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□s□□ □-□ □H□o□w□ □t□o□ □A□s□k□ □a□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □Q□u□e□s□t□i□o□n□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □3□.□5□.□ □R□e□s□e□a□r□c□h□ □T□o□p□i□c□ □a□n□d□ □I□ □(□E□y□e□)□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □4□.□ □W□h□a□t□ □D□o□ □Y□o□u□ □M□e□a□n□ □T□h□a□t□ □B□e□i□n□g□ □&□l□d□q□u□o□;□B□i□a□s□e□d□&□r□d□q□u□o□;□ □I□s□n□&□r□s□q□u□o□;□t□ □W□r□o□n□g□?□:□ □R□e□f□l□e□x□i□v□e□ □E□x□e□r□c□i□s□e□s□ □t□o□ □P□r□o□m□o□t□e□ □A□w□a□r□e□n□e□s□s□ □a□n□d□ □D□i□s□c□u□s□s□i□o□n□ □o□f□ □&□l□d□q□u□o□;□P□o□s□i□t□i□o□n□a□l□i□t□y□&□r□d□q□u□o□;□ □i□n□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □D□i□s□c□u□s□s□i□n□g□ □a□n□d□ □T□a□c□k□l□i□n□g□ □t□h□e□ □Q□u□e□s□t□i□o□n□s□ □o□f□ □B□i□a□s□□ □-□ □W□h□a□t□ □I□s□ □B□i□a□s□ □i□n□ □C□r□i□t□i□c□a□l□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□?□□ □-□ □W□h□a□t□ □I□s□ □P□o□s□i□t□i□o□n□a□l□i□t□y□ □a□n□d□ □H□o□w□ □D□o□e□s□ □I□t□ □I□n□f□l□u□e□n□c□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□ □P□r□o□j□e□c□t□s□?□□ □-□ □H□i□e□r□a□r□c□h□i□c□a□l□ □P□o□s□i□t□i□o□n□i□n□g□s□ □a□n□d□ □t□h□e□ □&□l□d□q□u□o□;□O□t□h□e□r□&□r□d□q□u□o□;□ □i□n□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□□ □-□ □T□h□e□ □R□o□l□e□ □o□f□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □E□t□h□i□c□a□l□ □C□o□n□s□i□d□e□r□a□t□i□o□n□s□□ □-□ □O□u□t□s□i□d□e□r□,□ □I□n□s□i□d□e□r□,□ □F□r□i□e□n□d□,□ □P□e□e□r□,□ □C□o□m□p□a□n□i□o□n□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □4□.□1□.□ □T□e□a□c□h□i□n□g□ □R□e□f□l□e□x□i□v□i□t□y□□ □-□ □I□d□e□n□t□i□t□y□ □a□n□d□ □t□h□e□ □Q□u□a□l□i□t□a□t□i□v□e□ □R□e□s□e□a□r□c□h□e□r□□ □C□L□A□S□S□R□O□O□M□ □E□X□E□R□C□I□S□E□ □4□.□2□.□ □U□n□d□e□r□s□t□a□n□d□i□n□g□ □Y□o□u□r□ □P□o□s□i□t□i□o□n□a□l□i□t□y□□ □-□ □C□h□a□p□t□e□r□ □S□u□m□m□a□r□y□□ □5□.□ □C□r□a□f□t□i□n□g□ □a□ □R□e□s□e□a□r□c□h□ □P□r□o□b□l□e□m□:□ □T□h□e□ □&□l□d□q□u□o□;□S□o□ □W□h□a□t□?□&□r□d□q□u□o□;□ □Q□u□e□s□t□i□o□n□□ □-□ □T□h□e□ □&□l□d□q□u□o□;□S□o□ □W□h□a□t□?□&□r□d□q□u□o□;□ □Q□u□e□s□t□i□o□n□□ □-□ □S□t□u□d□e□n□t□s□&□r□s□q□u□o□;□ □R□e□s□p□o□n□s□e□s□ □t□o□ □R□e□s□e□a□r□c□h□ □M□e□t□h□o□d□s□ □C□o□u□r□s□e□s□

Read more less

Book SynopsisEvidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. This unique book gives practitioners a research-based framework for working with PreK-12 educators to support the effective delivery of academic, behavioral, and socialâemotional interventions. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity. In a large-size format for easy photocopying, the book includes 28 reproducible worksheets, strategy guides, and fidelity assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.Trade Review"Should be a mandatory resource for any professional who provides, supports, or evaluates school-based interventions. Uniquely designed for trainees and practitioners of all levels, this book serves as a step-by-step guide for engaging in best practices associated with measuring, supporting, and evaluating treatment integrity. The valuable downloadable tools can be used repeatedly prior to, during, and following intervention implementation. I will absolutely use this book in my master’s-level course on academic interventions."--Matthew DuBois, PhD, NCSP, Department of Psychological Services, Public Schools of Brookline, Massachusetts "Amid the understandable clamor for evidence-based interventions, the elephant in the room is the conspicuous lack of equal emphasis on supporting effective implementation. This book provides practical concepts and worksheets practitioners can use to put in place any of six strategies to increase fidelity. This book is the missing piece to successful implementation. It serves as an essential companion to any text or reference on academic and behavioral interventions. Graduate students will be better prepared if exposed to its content. Practitioners should consider this a primary reference for active practice in schools."--W. Alan Coulter, PhD, Director, TIERS Group (Teams Intervening Early to Reach all Students), Louisiana State University Health Sciences Center–New Orleans "This book offers a practical guide to fostering successful implementation of interventions, with the goal of shifting student performance. It is an important contribution for professionals dedicated to putting evidence-based practices in place with integrity. Honoring the complexity of implementation, the book shows how to use feasible, efficient strategies during consultation and coaching to ensure--and sustain--intervention fidelity."--Kathleen Lynne Lane, PhD, BCBA-D, Department of Special Education, University of Kansas "Sanetti and Collier-Meek offer an up-to-date, detailed description of how to provide effective consultation or coaching to implementers, with excellent visuals and helpful worksheets. The book is infused with the latest research on adult behavior change to assist in enhancing implementation of effective practices and troubleshooting common problems."--Kent McIntosh, PhD, Department of Special Education and Clinical Sciences, University of Oregon; Co-Director, OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports -Table of ContentsI. Fundamentals 1. Introduction to Intervention Implementation 2. Overview of Implementation Support and Evaluation within a Problem-Solving Model II. Evaluation of Intervention Fidelity and Learner Outcomes 3. Intervention Fidelity Data Collection 4. Data-Based Decision Making: Considering Intervention Fidelity and Learner Outcomes Data III. Implementation Support Strategies 5. Implementation Planning 6. Direct Training 7. Participant Modeling and Role Play 8. Self-Monitoring 9. Motivational Interviewing 10. Performance Feedback IV. Putting It All Together 11. Managing Implementation Supports to Improve Student Achievement, with Ashley M. Boyle References Index

Read more less

Book SynopsisDemystifying the evaluation journey, this is the first evaluation mentoring book that addresses the choices, roles, and challenges that evaluators must navigate in the real world. Experienced evaluator and trainer Donna R. Podems covers both conceptual and technical aspects of practice in a friendly, conversational style. She focuses not just on how to do evaluations but how to think like an evaluator, fostering reflective, ethical, and culturally sensitive practice. Extensive case examples illustrate the process of conceptualizing and implementing an evaluation--clarifying interventions, identifying beneficiaries, gathering data, discussing results, valuing, and developing recommendations. The differences (and connections) between research, evaluation, and monitoring are explored. Handy icons identify instructive features including self-study exercises, group activities, clarifying questions, facilitation and negotiation techniques, insider tips, advice, and resources. Purchasers cTrade Review"I love this book! I learned a great deal and gleaned many new ideas for explaining and teaching complex topics, such as the difference between assessment and measurement. The author masterfully describes important aspects of evaluation. I particularly enjoy the way she breaks down the problem statement into 'grand' and 'pocket' problems. I also really like the idea of developing each step of program logic by assessing the difference between fact and assumption. This is marvelous because it backs into a logic model with program theory already in place."--Mary E. Arnold, PhD, College of Public Health and Human Sciences, Oregon State University "Being an evaluator is, for Podems, a way of being--active in asking questions, responsive to context, open to where the data lead, and committed to useful results. This way of being is the basis for this practical book. The author's perspective and knowledge--grounded in extensive international experience, informed by theory, and rooted in values--make her the consummate evaluation guide. This book covers the whole territory of evaluation with wit and wisdom. Join Podems for an exquisite journey into the world of evaluation practice."--Michael Quinn Patton, PhD, Director, Utilization-Focused Evaluation, Saint Paul, Minnesota "Highly recommended. This text offers a very distinctive perspective on what it means to be an evaluator. Skillfully juxtaposing theory and real-world issues, the book uniquely prepares aspiring evaluators for what they will encounter when actually conducting an evaluation. From conceptualization to implementation and dissemination, the text covers the vital challenges evaluators struggle with in every project. Drawing on a wealth of evaluation experience, the author offers needed guidance."--Neil J. Vincent, PhD, Department of Social Work, DePaul University "Those who find themselves performing evaluations as part of their jobs will find this book invaluable. In a single volume, philosophical underpinnings, as well as ethics and standards, are combined with the technical aspects of practice--together with helpful tips, activities, and facilitative strategies. As a supplement to formal training, this is the 'all-in-one' manual for evaluation practitioners."--Aimee N. White, MEd, Custom Evaluation Services, Mount Pleasant, South Carolina "This book's accessibility gives it a major advantage over many program evaluation texts, which tend to be dry and dense. For students new to program evaluation, readability is a major factor in comprehension, and will make them more likely to read the assigned chapters. The 'call-outs' with icons break up the text and add value to our understanding of evaluation by providing examples and exercises that bring the concepts, theories, and techniques to life."--John Klemanski, PhD, Department of Political Science, Oakland University "This book reflects Podems's immense and deep understanding of the subject of evaluation. It comes at a time when evaluative thinking and action is necessary for the achievement of the Sustainable Development Goals and Agenda 2030. Written in an appealing, accessible style, the book is solidly rooted in the language and concepts of the research and evaluation community. It takes a pragmatic approach, dealing with real-world issues such as weak and poor data and conflicting values, to name a few. I highly recommend this book to evaluators, new and seasoned--it is a major contribution to the global discipline."--Indran A. Naidoo, PhD, Director, Independent Evaluation Office, United Nations Development Programme "Podems takes a most pragmatic and practical approach--who else has thought of using dog and cat food, or a child’s colorful building blocks, to clarify evaluation terminology? What really makes this book stand apart from others is the rich discussion of being an evaluator and the values that confers. Rarely, if ever, do we get such rich detail on the personal, scholarly, and cultural side of evaluation."--Richard Caldwell, MS, Senior Program Officer, Bill and Melinda Gates Foundation -Donna Podems has a wealth of experience and easily engages the reader in an exploration of the field with appropriately attenuated aplomb and generously sprinkled humor….She provides [a] broad definition of the field, describing practice in friendly ways, and spends a good deal of time translating her experience into practical and prescriptive lessons. She intends, and succeeds at, 'demystifying' evaluation practice and exploring what it means to be an evaluator….Dr. Podems deftly uses stories from the field, friendly insider secrets, a consistent evaluand as an example, and other well-applied storytelling mechanisms to make the endeavor less mysterious. The novice and experienced evaluator will [gain] purchase with the examples she leverages to make evaluation more accessible.--Journal of MultiDisciplinary Evaluation, 5/1/2019Table of ContentsI. Doing Evaluation and Thinking Evaluatively 1. Speaking the Language 2. The Tale of the Researcher and Evaluator 3. Starting the Evaluative Journey 4. How We Know What We Know and Why We Think That 5. Data and Credibility: What Inquiring Evaluator Minds Need to Know 6. Linking Problem Statements, Interventions, and Results 7. All about Results 8. Talking Intervention Theory (and Logic) 9. Assessing and Evaluating Progress 10. Completing the Evaluation Journey: Pulling It All Together II. Working as an Evaluator and Exploring Evaluation 11. The Personal Choices of Being an Evaluator 12. Thinking about Values 13. Thinking about Power, Politics, Culture, Language, and Context 14. The Scholarly Side of Being an Evaluator 15. Navigating the Maze of Evaluation Choices 16. The World of Recommendations 17. The Dirty Laundry Chapter Epilogue

Read more less

Book SynopsisDemystifying the evaluation journey, this is the first evaluation mentoring book that addresses the choices, roles, and challenges that evaluators must navigate in the real world. Experienced evaluator and trainer Donna R. Podems covers both conceptual and technical aspects of practice in a friendly, conversational style. She focuses not just on how to do evaluations but how to think like an evaluator, fostering reflective, ethical, and culturally sensitive practice. Extensive case examples illustrate the process of conceptualizing and implementing an evaluation--clarifying interventions, identifying beneficiaries, gathering data, discussing results, valuing, and developing recommendations. The differences (and connections) between research, evaluation, and monitoring are explored. Handy icons identify instructive features including self-study exercises, group activities, clarifying questions, facilitation and negotiation techniques, insider tips, advice, and resources. Purchasers cTrade Review"I love this book! I learned a great deal and gleaned many new ideas for explaining and teaching complex topics, such as the difference between assessment and measurement. The author masterfully describes important aspects of evaluation. I particularly enjoy the way she breaks down the problem statement into 'grand' and 'pocket' problems. I also really like the idea of developing each step of program logic by assessing the difference between fact and assumption. This is marvelous because it backs into a logic model with program theory already in place."--Mary E. Arnold, PhD, College of Public Health and Human Sciences, Oregon State University "Being an evaluator is, for Podems, a way of being--active in asking questions, responsive to context, open to where the data lead, and committed to useful results. This way of being is the basis for this practical book. The author's perspective and knowledge--grounded in extensive international experience, informed by theory, and rooted in values--make her the consummate evaluation guide. This book covers the whole territory of evaluation with wit and wisdom. Join Podems for an exquisite journey into the world of evaluation practice."--Michael Quinn Patton, PhD, Director, Utilization-Focused Evaluation, Saint Paul, Minnesota "Highly recommended. This text offers a very distinctive perspective on what it means to be an evaluator. Skillfully juxtaposing theory and real-world issues, the book uniquely prepares aspiring evaluators for what they will encounter when actually conducting an evaluation. From conceptualization to implementation and dissemination, the text covers the vital challenges evaluators struggle with in every project. Drawing on a wealth of evaluation experience, the author offers needed guidance."--Neil J. Vincent, PhD, Department of Social Work, DePaul University "Those who find themselves performing evaluations as part of their jobs will find this book invaluable. In a single volume, philosophical underpinnings, as well as ethics and standards, are combined with the technical aspects of practice--together with helpful tips, activities, and facilitative strategies. As a supplement to formal training, this is the 'all-in-one' manual for evaluation practitioners."--Aimee N. White, MEd, Custom Evaluation Services, Mount Pleasant, South Carolina "This book's accessibility gives it a major advantage over many program evaluation texts, which tend to be dry and dense. For students new to program evaluation, readability is a major factor in comprehension, and will make them more likely to read the assigned chapters. The 'call-outs' with icons break up the text and add value to our understanding of evaluation by providing examples and exercises that bring the concepts, theories, and techniques to life."--John Klemanski, PhD, Department of Political Science, Oakland University "This book reflects Podems's immense and deep understanding of the subject of evaluation. It comes at a time when evaluative thinking and action is necessary for the achievement of the Sustainable Development Goals and Agenda 2030. Written in an appealing, accessible style, the book is solidly rooted in the language and concepts of the research and evaluation community. It takes a pragmatic approach, dealing with real-world issues such as weak and poor data and conflicting values, to name a few. I highly recommend this book to evaluators, new and seasoned--it is a major contribution to the global discipline."--Indran A. Naidoo, PhD, Director, Independent Evaluation Office, United Nations Development Programme "Podems takes a most pragmatic and practical approach--who else has thought of using dog and cat food, or a child’s colorful building blocks, to clarify evaluation terminology? What really makes this book stand apart from others is the rich discussion of being an evaluator and the values that confers. Rarely, if ever, do we get such rich detail on the personal, scholarly, and cultural side of evaluation."--Richard Caldwell, MS, Senior Program Officer, Bill and Melinda Gates Foundation -Donna Podems has a wealth of experience and easily engages the reader in an exploration of the field with appropriately attenuated aplomb and generously sprinkled humor….She provides [a] broad definition of the field, describing practice in friendly ways, and spends a good deal of time translating her experience into practical and prescriptive lessons. She intends, and succeeds at, 'demystifying' evaluation practice and exploring what it means to be an evaluator….Dr. Podems deftly uses stories from the field, friendly insider secrets, a consistent evaluand as an example, and other well-applied storytelling mechanisms to make the endeavor less mysterious. The novice and experienced evaluator will [gain] purchase with the examples she leverages to make evaluation more accessible.--Journal of MultiDisciplinary Evaluation, 5/1/2019Table of ContentsI. Doing Evaluation and Thinking Evaluatively 1. Speaking the Language 2. The Tale of the Researcher and Evaluator 3. Starting the Evaluative Journey 4. How We Know What We Know and Why We Think That 5. Data and Credibility: What Inquiring Evaluator Minds Need to Know 6. Linking Problem Statements, Interventions, and Results 7. All about Results 8. Talking Intervention Theory (and Logic) 9. Assessing and Evaluating Progress 10. Completing the Evaluation Journey: Pulling It All Together II. Working as an Evaluator and Exploring Evaluation 11. The Personal Choices of Being an Evaluator 12. Thinking about Values 13. Thinking about Power, Politics, Culture, Language, and Context 14. The Scholarly Side of Being an Evaluator 15. Navigating the Maze of Evaluation Choices 16. The World of Recommendations 17. The Dirty Laundry Chapter Epilogue

Read more less

Book SynopsisPsychological research can provide constructive explanations of key problems in the criminal justice system--and can help generate solutions. This state-of-the-art text dissects the psychological processes associated with fundamental legal questions: Is a suspect lying? Will an incarcerated individual be dangerous in the future? Is an eyewitness accurate? How can false memories be implanted? How do juries, experts, forensic examiners, and judges make decisions, and how can racial and other forms of bias be minimized? Chapters offer up-to-date reviews of relevant theory, experimental methods, and empirical findings. Specific recommendations are made for improving the quality of evidence and preserving the integrity of investigative and legal proceedings.Trade Review"We live at a time when psychological research in matters of social justice has never been so sorely needed. This text satisfies today's high demand for forensic psychology in the courts and in the college classroom. With up-to-date chapters written by active scholars, the book spans a range of sizzling topics--criminal profiling, lie detection, police interrogations and confessions, eyewitness memory, bias in the forensic sciences, judicial and jury decision making, plea bargaining, psychopathy, and what it means to be competent to stand trial."--Saul Kassin, PhD, Distinguished Professor of Psychology, John Jay College of Criminal Justice, City University of New York "If you have ever been curious about the deep connection between psychology and law, this is the book for you. Two eminent researchers have assembled a stellar group of scientists and scholars to fill readers in on the latest on eyewitness memory, judicial decision making, expert testimony, and a host of other topics. I felt immense pride when reading of the myriad ways psychology has contributed to solving some of the most vexing problems in our system of justice. You can see that for yourself, whether you’re learning about it for the first time or have been following the literature for years."--Elizabeth F. Loftus, PhD, Distinguished Professor of Social Ecology, and Professor of Law, and Cognitive Science, University of California, Irvine "Brewer and Douglass have really hit the mark with this excellent, up-to-date work. A wide array of topics are covered, from traditional social and cognitive research related to eyewitness memory to more clinically based areas such as forensic interviewing and the assessment of competence. The book tackles emerging areas of research and practice that are not included in other texts, such as issues related to plea bargaining, cognitive bias in forensic decision making, and the pseudoscience of criminal profiling. Highly readable, this is an outstanding text for upper-level courses in psychology and law; it will also be useful for professionals in the criminal justice system."--Mitchell Eisen, PhD, Professor and Director, Forensic Psychology Graduate Program, California State University, Los Angeles “Prominent scholars provide thorough summaries of the literature in each of the major domains of scholarship in psychology and law. Accessible, critical, and engaging, this text will be of great value to students, practitioners, and researchers--it fills a gap in the field."--Michael E. Lamb, PhD, Department of Psychology, University of Cambridge, United Kingdom; Editor, Psychology, Public Policy, and Law "This beautifully crafted text provides a comprehensive, up-to-date discussion of contemporary debates and issues at the interface of psychology and criminal law. Readers learn how social, cognitive, clinical and forensic psychology inform a broad range of processes within criminal justice systems. Each chapter is written by one or more experts at the cutting edge of their respective fields who understand the benefits and challenges of translating science into practice. This is a worthy successor to Brewer and Williams's 2005 Psychology and Law, which has informed my teaching and research for over a decade. It will doubtless be regarded as the authoritative work on psychological science and the law for students, researchers, practitioners, and policymakers."--Kimberley A. Wade, PhD, Department of Psychology, University of Warwick, United Kingdom -Table of ContentsIntroduction: Psychology and the Criminal Justice System, Amy Bradfield Douglass & Neil Brewer 1. Criminal Profiling, Laura Fallon & Brent Snook 2. Cognitive Bias in Legal Decision Making, Steve Charman, Amy Bradfield Douglass, & Alexis Mook 3. Interrogations and Confessions, Stephanie Madon, Curt More, & Ryan Ditchfield 4. Deception Detection, Christopher A. Gunderson & Leanne ten Brinke 5. Eyewitness Memory, Sean M. Lane & Kate A. Houston 6. Interviewing Witnesses and Victims, Lorraine Hope & Fiona Gabbert 7. Child Witnesses, Thomas D. Lyon, Kelly McWilliams, & Shanna Williams 8. False Memory, Maria S. Zaragoza, Ira Hyman, & Quin M. Chrobak 9. Eyewitness Identification, James D. Sauer, Matthew A. Palmer, & Neil Brewer 10. Identifying People from Images, David White & Richard Kemp 11. Plea Bargaining, Miko M. Wilford, Annabelle Shestak, & Gary L. Wells 12. Competence to Stand Trial and Criminal Responsibility, Lauren E. Kois, Preeti Chauhan, & Janet I. Warren 13. Expert Testimony, Stephanie Marion, Jeffrey Kaplan, & Brian Cutler 14. Jury Decision Making, Liana C. Peter-Hagene, Jessica M. Salerno, & Hannah Phalen 15. Aggression, Violence, and Psychopathy, Devon L. L. Polaschek 16. Judicial Decision Making, Gregory Mitchell 17. Translating Psychological Science into Policy and Practice, Nancy K. Steblay Index

Read more less

Book SynopsisDemonstrating the benefits of mindfulness for both educators and students in PreK-12, this book presents flexible models for implementing and sustaining schoolwide initiatives. Compelling case studies show how mindfulness practices can enhance students' academic and socialâemotional functioning as well as teacher effectiveness. Chapters review the evidence base for available programs, reflect on lessons learned in real schools, and provide guidance for planning and decision making. The roles of school leaders, teachers, counselors, and parents in creating a more supportive and compassionate school climate are discussed. Also described are innovative approaches to professional development and preservice teacher training.Trade Review"A powerful compendium of wisdom, strategies, and practical approaches to bringing resilience and well-being into the culture and curriculum of contemporary schools. Chapter by chapter, the contributors to this fabulous book draw from their own direct pedagogical experience to share insights into how to transform the emotional and social intelligence of both teachers and students. Accessible and research supported, this book is a wonderful contribution for us all!”--Daniel J. Siegel, MD, Clinical Professor, UCLA School of Medicine; Executive Director, Mindsight Institute; author of Aware "In my more than 20 years in school leadership, I have never run across a book with so much information on school transformation through the lens of mindfulness. This book is chock-full of research, case studies, and strategies. It is a guidepost that I will return to again and again."--Lana Penley, MEd, Principal, Marysville School, Portland, Oregon "This book provides a compelling rationale for igniting and sustaining educational transformation through the integration of mindfulness- and compassion-based practices in schools. The exceptional contributors include well-established pioneers in the field alongside emerging scholars. Groundbreaking research is coupled with engaging case studies and practical strategies. A 'must read' for preservice and inservice teachers, school administrators, and teacher educators."--Kimberly A. Schonert-Reichl, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada "This is a jewel of a collection of practical, research-based tools for designing mindfulness-based programs for students as well as school staff. Evidence-based programs for a diversity of learners are presented by experts in the field. While acknowledging that mindfulness and compassion practices are not a panacea, the book shows how these programs can indeed make a significant contribution to meaningful school reform, shifting us toward a much-needed holistic educational approach."--Rebecca Alber, EdD, Graduate School of Education and Information Studies, University of California, Los Angeles “A unique and welcome addition to the school-based mindfulness literature. This book will help close the gap between the intention to bring mindfulness into schools and the practice of creating this change. It is required reading for anyone who hopes to incorporate mindfulness into 21st-century educational systems.”--Joshua C. Felver, PhD, ABPP, School Psychology Program, Department of Psychology, Syracuse University -The Mindful School presents us with an abundance of information on school transformation that is both refreshing and hopeful….Transforming school culture through mindfulness and compassion will not happen overnight. This book provides a wonderful basis for you to review the evidence and reflect upon case studies that demonstrate the benefits of mindfulness for educators, parents, and students preK–12.--NASP Communiqué, 10/01/2020ƒƒAn excellent resource for teachers, parents, administrators, policymakers, and any stakeholder invested in education….This book marries current, evidence-based content and models with highly practical information and case studies that render this compendium useful for a variety of professionals and laypeople. The description of the various roles that different professions (e.g., school counselors) may hold while integrating mindfulness into school systems provides a compelling vision for a school environment characterized by compassion, support, and mindfulness. The book is filled with strategies, wisdom, and knowledge to allow individuals to apply the models and programs that are desperately needed in today's schools. Here, school-based professionals will benefit from the decades of research and clinical experience from leading scholars and professionals in the field. Further, readers will emerge with a comprehensive understanding of the proposed transformation while receiving concrete information about the next steps he or she can take regardless of their role within the school system. This authentic collection of chapters from leading educational mindfulness scholars should be considered required reading for any school-based personnel seeking to implement mindfulness-based practices effectively into the contemporary school system.--Mindfulness, 10/05/2020Table of ContentsI. Introduction 1. Where Are We Now? Where Are We Going?: Preparing Our Students for an Uncertain Future, Patricia A. Jennings, Anthony A. DeMauro, & Polina P. Mischenko 2. A Selective Review of Mindfulness Training Programs for Children and Adolescents in School Settings, Rebecca N. Baelen, Michael V. Esposito, & Brian M. Galla II. Examining Roles and Responsibilities for School Transformation 3. Turn and Listen: Strengthening Compassion and Leadership in the Adult Community in Schools, Pamela Seigle, Chip Wood, & Lisa Sankowski 4. Modeling Mindfulness: Principal Leadership and Development for Personal and Organizational Growth, Eleanor Drago-Severson & Jessica Blum-DeStefano 5. Embodied Teacher Mindfulness in the Classroom: The Calm, Clear, Kind Framework, Cynthia Taylor, Patricia A. Jennings, Alexis Harris, Deborah L. Schussler, & Robert W. Roeser 6. Cultivating Passion for Practicing and Teaching Mindfulness: A Multiple-Case Study of Compassionate School Project Teachers, Polina P. Mischenko & Patricia A. Jennings 7. The School Counselor: Change Agent and Collaborator for Holistic Student Well-Being, Rebecca L. Tadlock-Marlo & Meghan Damler 8. Creating Mindful and Compassionate Schools: Including Parents as Partners, J. Douglas Coatsworth, Melissa Ward George, & Aimee Kleisner Walker III. Looking to the Future 9. Finding Peace in Chaos: Mindfully Prepared Public School Teachers, Richard C. Brown & Elizabeth Grassi 10. Being in School Transformation: Toward Equity and Social Justice, Velma L. Cobb Index

Read more less

Book SynopsisDemonstrating the benefits of mindfulness for both educators and students in PreK-12, this book presents flexible models for implementing and sustaining schoolwide initiatives. Compelling case studies show how mindfulness practices can enhance students' academic and socialâemotional functioning as well as teacher effectiveness. Chapters review the evidence base for available programs, reflect on lessons learned in real schools, and provide guidance for planning and decision making. The roles of school leaders, teachers, counselors, and parents in creating a more supportive and compassionate school climate are discussed. Also described are innovative approaches to professional development and preservice teacher training.Trade Review"A powerful compendium of wisdom, strategies, and practical approaches to bringing resilience and well-being into the culture and curriculum of contemporary schools. Chapter by chapter, the contributors to this fabulous book draw from their own direct pedagogical experience to share insights into how to transform the emotional and social intelligence of both teachers and students. Accessible and research supported, this book is a wonderful contribution for us all!”--Daniel J. Siegel, MD, Clinical Professor, UCLA School of Medicine; Executive Director, Mindsight Institute; author of Aware "In my more than 20 years in school leadership, I have never run across a book with so much information on school transformation through the lens of mindfulness. This book is chock-full of research, case studies, and strategies. It is a guidepost that I will return to again and again."--Lana Penley, MEd, Principal, Marysville School, Portland, Oregon "This book provides a compelling rationale for igniting and sustaining educational transformation through the integration of mindfulness- and compassion-based practices in schools. The exceptional contributors include well-established pioneers in the field alongside emerging scholars. Groundbreaking research is coupled with engaging case studies and practical strategies. A 'must read' for preservice and inservice teachers, school administrators, and teacher educators."--Kimberly A. Schonert-Reichl, PhD, Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Canada "This is a jewel of a collection of practical, research-based tools for designing mindfulness-based programs for students as well as school staff. Evidence-based programs for a diversity of learners are presented by experts in the field. While acknowledging that mindfulness and compassion practices are not a panacea, the book shows how these programs can indeed make a significant contribution to meaningful school reform, shifting us toward a much-needed holistic educational approach."--Rebecca Alber, EdD, Graduate School of Education and Information Studies, University of California, Los Angeles “A unique and welcome addition to the school-based mindfulness literature. This book will help close the gap between the intention to bring mindfulness into schools and the practice of creating this change. It is required reading for anyone who hopes to incorporate mindfulness into 21st-century educational systems.”--Joshua C. Felver, PhD, ABPP, School Psychology Program, Department of Psychology, Syracuse University -The Mindful School presents us with an abundance of information on school transformation that is both refreshing and hopeful….Transforming school culture through mindfulness and compassion will not happen overnight. This book provides a wonderful basis for you to review the evidence and reflect upon case studies that demonstrate the benefits of mindfulness for educators, parents, and students preK–12.--NASP Communiqué, 10/01/2020ƒƒAn excellent resource for teachers, parents, administrators, policymakers, and any stakeholder invested in education….This book marries current, evidence-based content and models with highly practical information and case studies that render this compendium useful for a variety of professionals and laypeople. The description of the various roles that different professions (e.g., school counselors) may hold while integrating mindfulness into school systems provides a compelling vision for a school environment characterized by compassion, support, and mindfulness. The book is filled with strategies, wisdom, and knowledge to allow individuals to apply the models and programs that are desperately needed in today's schools. Here, school-based professionals will benefit from the decades of research and clinical experience from leading scholars and professionals in the field. Further, readers will emerge with a comprehensive understanding of the proposed transformation while receiving concrete information about the next steps he or she can take regardless of their role within the school system. This authentic collection of chapters from leading educational mindfulness scholars should be considered required reading for any school-based personnel seeking to implement mindfulness-based practices effectively into the contemporary school system.--Mindfulness, 10/05/2020Table of ContentsI. Introduction 1. Where Are We Now? Where Are We Going?: Preparing Our Students for an Uncertain Future, Patricia A. Jennings, Anthony A. DeMauro, & Polina P. Mischenko 2. A Selective Review of Mindfulness Training Programs for Children and Adolescents in School Settings, Rebecca N. Baelen, Michael V. Esposito, & Brian M. Galla II. Examining Roles and Responsibilities for School Transformation 3. Turn and Listen: Strengthening Compassion and Leadership in the Adult Community in Schools, Pamela Seigle, Chip Wood, & Lisa Sankowski 4. Modeling Mindfulness: Principal Leadership and Development for Personal and Organizational Growth, Eleanor Drago-Severson & Jessica Blum-DeStefano 5. Embodied Teacher Mindfulness in the Classroom: The Calm, Clear, Kind Framework, Cynthia Taylor, Patricia A. Jennings, Alexis Harris, Deborah L. Schussler, & Robert W. Roeser 6. Cultivating Passion for Practicing and Teaching Mindfulness: A Multiple-Case Study of Compassionate School Project Teachers, Polina P. Mischenko & Patricia A. Jennings 7. The School Counselor: Change Agent and Collaborator for Holistic Student Well-Being, Rebecca L. Tadlock-Marlo & Meghan Damler 8. Creating Mindful and Compassionate Schools: Including Parents as Partners, J. Douglas Coatsworth, Melissa Ward George, & Aimee Kleisner Walker III. Looking to the Future 9. Finding Peace in Chaos: Mindfully Prepared Public School Teachers, Richard C. Brown & Elizabeth Grassi 10. Being in School Transformation: Toward Equity and Social Justice, Velma L. Cobb Index

Read more less

Book SynopsisThis is the first book to present a roadmap for tailoring acceptance and commitment therapy (ACT) to the serious, complex challenges of anorexia nervosa (AN). Leading authorities describe interventions grounded in ACT core processes--Defusion, Acceptance, Attention to the Present Moment, Self-Awareness, Values, and Committed Action. Guidance is provided for conducting functional assessments with adolescents and adults and working toward individualized treatment goals, starting with weight restoration. The book also discusses ways to engage parents and other family members in treatment. It features therapist scripts, sample dialogues, case examples, and reproducible forms and handouts. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.Trade Review"A treasure trove of clinically useful material aimed at helping individuals change restrictive eating patterns. The principles of ACT, including the use of patients' own values and beliefs to inform their behavioral choices, are well matched to the needs of individuals with AN. With clarity and compassion, the authors offer the clinician practical strategies to help patients move toward health."--Evelyn Attia, MD, Department of Psychiatry, Columbia University Medical Center; Director, Center for Eating Disorders, New York Presbyterian Hospital "This book sits atop a growing body of evidence that psychological flexibility is of direct relevance to patients struggling with AN. It is one thing to know that a set of change processes are relevant, and another to learn how best to target them. This book is the first comprehensive attempt to teach providers how to treat AN using a rich variety of techniques drawn from ACT and the third wave of cognitive-behavioral therapy. ACT is early in its journey as an evidence-based approach in this area, but this well-written book opens up new pathways to explore when existing gold-standard approaches are not enough. Highly recommended."--Steven C. Hayes, PhD, codeveloper of ACT; Foundation Professor of Psychology, University of Nevada, Reno "This book is a gift--it is an accessible read that offers a wealth of new ways to respond to the unrelenting rigidity that can characterize restrictive eating behaviors. Extensive client–therapist dialogues and clinical metaphors help clinicians decode the atypical thinking that supports excessive restriction and illustrate a fresh approach to treatment. The authors are highly experienced, and their personal responses throughout the manual provide much-needed validation for therapists working to manage their own reactions to these challenging clients."--Linda W. Craighead, PhD, Department of Psychology, Emory University “This book gives us the rarest of combinations--authors with a strong command of assessment and treatment of AN, and a stunning array of clinician support tools that allow even the novice therapist to execute the ACT approach with a high degree of fidelity. The writing style is intensely practical; many highly informative case examples and clinical dialogues demonstrate the core features of ACT. The authors do a wonderful job of constructing a biopsychosocial treatment framework that flawlessly balances the role of psychological and medical interventions."--Kirk Strosahl, PhD, co-developer of ACT “The authors have provided an invaluable volume for those interested in understanding or treating this vexing, challenging illness. ACT is particularly well suited to address the cognitive rigidity, avoidance of emotion, and narrowing of experience that characterize AN, and to promote the clarification of personal values needed to build a meaningful life. The book is rich with clinical examples and transcripts, as well as therapist resources and reproducible tools."--Marsha D. Marcus, PhD, Department of Psychiatry, University of Pittsburgh School of Medicine -Table of ContentsIntroduction: What is ACT? 1. The Phenomenology and Conceptualization of Anorexia Nervosa from an ACT Perspective 2. Overview, Orienting Clients to Treatment, and Forming a Therapeutic Alliance 3. ACT Case Formulation, Assessment, and Treatment Planning 4. Weight Restoration 5. Working with Parents, Partners, or Other Family Members of Individuals with Anorexia Nervosa 6. Creating a Context for Change 7. Acceptance: Allowing Unwanted Internal Experiences 8. Helping Clients Author and Engage Personal Values 9. Defusing Language and Contacting the Present Moment 10. Sensing the Self 11. Treatment Progress and Termination and Final Thoughts for the Therapist

Read more less

Book SynopsisMany mental health clinicians--even those well acquainted with mindfulness--still view physical, body-oriented techniques as outside their scope of practice. In this accessible book, clinical psychologist, exercise physiologist, and yoga and mindfulness teacher Paul Salmon gives therapists of any orientation the tools to use mindful movement with clients. Salmon shows how simple practices like breathing, walking, and yoga-like stretches can help clients center their attention in the present moment with curiosity and self-acceptance. He summarizes research on the benefits of movement for specific mental and physical health conditions and provides vivid case examples and scripts. Purchasers get access to a companion website where they can download audio recordings of 29 guided practices.Trade Review"Finally, a book that elevates movement and the body as vital foci for the training of mindfulness. Expert guidance is presented in an accessible style. Salmon illustrates the transdiagnostic utility of mindful movement and persuasively invites the therapist to incorporate these practices into the full spectrum of clinical work."--Zindel V. Segal, PhD, Departments of Psychology and Psychiatry, University of Toronto–Scarborough, Canada “Many clinicians mistakenly believe that mindfulness is about sitting still. A psychologist, exercise physiologist, and yoga teacher, Salmon skillfully shows--drawing on solid research and a plethora of practices--that attention to the body is an accessible and safe way to practice mindful awareness. This is an excellent resource for therapists who want to share mindful movement with their clients in order to enhance treatment and promote health.”--Susan M. Pollak, MTS, EdD, Cofounder, Center for Mindfulness and Compassion, Harvard Medical School/Cambridge Health Alliance "A 'must read' for any mental health professional interested in taking a holistic approach to wellness. This work pulls together relevant research from clinical psychology, medicine, and the exercise sciences to highlight the overwhelming evidence for the benefits of getting our bodies back in motion. Mindful Movement in Psychotherapy includes an eloquent mindfulness-based rationale for how and why to get clients curious about their innate capacity to move. A range of concrete examples--from session excerpts to suggestions on how to frame interventions to easy-to-follow in vivo exercises--will allow any clinician to immediately begin harnessing the power of movement to help clients."--Tim Pineau, PhD, Cofounder, MSPE Institute (Mindful Sport Performance Enhancement), Washington, DC "Experienced teachers and practitioners know that mindfulness has more to do with the body than it does with our conventional ideas of our 'minds.' This wonderful book helps psychotherapists take mindfulness beyond the artificial limits of a therapy setting, to help clients practice living mindfully as fully embodied and engaged human beings. This isn’t just a book to read--it is a book to live."--Dennis Tirch, PhD, Founding Director, The Center for Compassion Focused Therapy, New York City "A 'must read' for any health professional incorporating mindfulness into treatment, this book offers a fresh take on the topic. Salmon offers practitioners numerous creative exercises--therapeutic invitations to move--that can be meaningfully used to help treat common problems, such as stress and anxiety, as well as more complex issues, such as addiction and eating disorders.”--Diane R. Gehart, PhD, LMFT, Marriage and Family Therapy Program, California State University, Northridge "As both a scholar of mindfulness in sport and a practitioner with elite athletes, I have been waiting for a book like this. One of the pedagogical challenges of working with athletes is to transform traditional mindfulness into the sport context. This book is a very valuable addition to the literature, and I will warmly recommend it to my colleagues and doctoral students."--Henrik Gustafsson, PhD, Faculty of Arts and Social Science, Karlstad University, Sweden, and sport psychology consultant-Table of ContentsIntroduction: Movement in the Talking Cure 1. Movement, Attention, and Health 2. Foundations of Mindful Movement 3. Mindful Movement in Existing Therapies 4. Inviting Clients to Move 5. Fostering Mindful Movement 6. Key Aspects of Physical Well-Being 7. Stress 8. Anxiety and Depression 9. Chronic Medical Conditions 10. Posttraumatic Stress Disorder, Eating Disorders, and Addiction Epilogue References Index List of Audio Files Audio Downloads 1. Mindful Walking (3:42) 2. Working the Edges (7:19) 3. Sitting, Standing, and Walking (3:53) 4. Directing Attention Inwardly (4:00) 5. Body Awareness Practice (3:59) 6. Awareness of the Breath (5:16) 7. Awareness of Movement (4:58) 8. Body Scan (12:38) 9. Balancing (5:26) 10. Being Grounded in the Body (4:00) 11. Moving against Resistance (4:10) 12. Mindful Walking (9:48) 13. Speeding Up and Slowing Down (4:23) 14. Exploring Place (4:44) 15. Being in the Natural World (2:52) 16. Strength-Training Practice (6:16) 17. Flexible Stretching Practice (6:34) 18. Neuromotor Activity: Balance (5:36) 19. Walking and Climbing (3:58) 20. Responding to Somatic Signs of Stress (6:56) 21. Floating (4:29) 22. Mindful Cycling (6:07) 23. A Mindful Walk in the Woods (5:23) 24. Treadmill Walking (7:39) 25. Using the Breath to Anchor Awareness (2:54) 26. Listen to the Heart (3:27) 27. Lengthening the Arms Overhead (8:18) 28. Seated Leg Raise (5:35) 29. Responding to Urges with Mindful Movement (6:53)

Read more less

Book SynopsisMany mental health clinicians--even those well acquainted with mindfulness--still view physical, body-oriented techniques as outside their scope of practice. In this accessible book, clinical psychologist, exercise physiologist, and yoga and mindfulness teacher Paul Salmon gives therapists of any orientation the tools to use mindful movement with clients. Salmon shows how simple practices like breathing, walking, and yoga-like stretches can help clients center their attention in the present moment with curiosity and self-acceptance. He summarizes research on the benefits of movement for specific mental and physical health conditions and provides vivid case examples and scripts. Purchasers get access to a companion website where they can download audio recordings of 29 guided practices.Trade Review"Finally, a book that elevates movement and the body as vital foci for the training of mindfulness. Expert guidance is presented in an accessible style. Salmon illustrates the transdiagnostic utility of mindful movement and persuasively invites the therapist to incorporate these practices into the full spectrum of clinical work."--Zindel V. Segal, PhD, Departments of Psychology and Psychiatry, University of Toronto–Scarborough, Canada “Many clinicians mistakenly believe that mindfulness is about sitting still. A psychologist, exercise physiologist, and yoga teacher, Salmon skillfully shows--drawing on solid research and a plethora of practices--that attention to the body is an accessible and safe way to practice mindful awareness. This is an excellent resource for therapists who want to share mindful movement with their clients in order to enhance treatment and promote health.”--Susan M. Pollak, MTS, EdD, Cofounder, Center for Mindfulness and Compassion, Harvard Medical School/Cambridge Health Alliance "A 'must read' for any mental health professional interested in taking a holistic approach to wellness. This work pulls together relevant research from clinical psychology, medicine, and the exercise sciences to highlight the overwhelming evidence for the benefits of getting our bodies back in motion. Mindful Movement in Psychotherapy includes an eloquent mindfulness-based rationale for how and why to get clients curious about their innate capacity to move. A range of concrete examples--from session excerpts to suggestions on how to frame interventions to easy-to-follow in vivo exercises--will allow any clinician to immediately begin harnessing the power of movement to help clients."--Tim Pineau, PhD, Cofounder, MSPE Institute (Mindful Sport Performance Enhancement), Washington, DC "Experienced teachers and practitioners know that mindfulness has more to do with the body than it does with our conventional ideas of our 'minds.' This wonderful book helps psychotherapists take mindfulness beyond the artificial limits of a therapy setting, to help clients practice living mindfully as fully embodied and engaged human beings. This isn’t just a book to read--it is a book to live."--Dennis Tirch, PhD, Founding Director, The Center for Compassion Focused Therapy, New York City "A 'must read' for any health professional incorporating mindfulness into treatment, this book offers a fresh take on the topic. Salmon offers practitioners numerous creative exercises--therapeutic invitations to move--that can be meaningfully used to help treat common problems, such as stress and anxiety, as well as more complex issues, such as addiction and eating disorders.”--Diane R. Gehart, PhD, LMFT, Marriage and Family Therapy Program, California State University, Northridge "As both a scholar of mindfulness in sport and a practitioner with elite athletes, I have been waiting for a book like this. One of the pedagogical challenges of working with athletes is to transform traditional mindfulness into the sport context. This book is a very valuable addition to the literature, and I will warmly recommend it to my colleagues and doctoral students."--Henrik Gustafsson, PhD, Faculty of Arts and Social Science, Karlstad University, Sweden, and sport psychology consultant-Table of ContentsIntroduction: Movement in the Talking Cure 1. Movement, Attention, and Health 2. Foundations of Mindful Movement 3. Mindful Movement in Existing Therapies 4. Inviting Clients to Move 5. Fostering Mindful Movement 6. Key Aspects of Physical Well-Being 7. Stress 8. Anxiety and Depression 9. Chronic Medical Conditions 10. Posttraumatic Stress Disorder, Eating Disorders, and Addiction Epilogue References Index List of Audio Files Audio Downloads 1. Mindful Walking (3:42) 2. Working the Edges (7:19) 3. Sitting, Standing, and Walking (3:53) 4. Directing Attention Inwardly (4:00) 5. Body Awareness Practice (3:59) 6. Awareness of the Breath (5:16) 7. Awareness of Movement (4:58) 8. Body Scan (12:38) 9. Balancing (5:26) 10. Being Grounded in the Body (4:00) 11. Moving against Resistance (4:10) 12. Mindful Walking (9:48) 13. Speeding Up and Slowing Down (4:23) 14. Exploring Place (4:44) 15. Being in the Natural World (2:52) 16. Strength-Training Practice (6:16) 17. Flexible Stretching Practice (6:34) 18. Neuromotor Activity: Balance (5:36) 19. Walking and Climbing (3:58) 20. Responding to Somatic Signs of Stress (6:56) 21. Floating (4:29) 22. Mindful Cycling (6:07) 23. A Mindful Walk in the Woods (5:23) 24. Treadmill Walking (7:39) 25. Using the Breath to Anchor Awareness (2:54) 26. Listen to the Heart (3:27) 27. Lengthening the Arms Overhead (8:18) 28. Seated Leg Raise (5:35) 29. Responding to Urges with Mindful Movement (6:53)

Read more less

Book SynopsisThis accessible, hands-on text has now been revised and updated, with expanded coverage of topics including how theory may emerge from exploratory data analysis. The book prepares graduate students, new researchers, and even seasoned investigators to develop their own theories and build on existing ones. Concrete strategies are provided to help readers generate ideas, define constructs, and think through relationships and processes that link constructs. Compelling examples from multiple disciplines illustrate the use of quantitative, qualitative, and mixed methods orientations to theory construction. The text also offers practical advice for writing effectively about theories in papers and grant applications. Readers learn by doing via application and concept exercises, demonstration boxes, and practical guidelines. The extensive companion website (www.theory-construction.com) includes PowerPoint slides of all of the bookâs figures, primers on advanced topics, video deTrade Review"This book provides a unique and important contribution about a neglected process central to the social sciences. It stands above all other books on theory construction in its insights, clarity, breadth, and practical focus. On each reading, I discover new and useful advice to help both young and experienced researchers bring creative and rigorous thinking to their work. The writing style feels like a conversation with these highly successful authors, rather than a formal treatise on each topic. The book’s multidisciplinary approach highlights the importance of theory construction using a wide range of tools: mathematical or quantitative, conceptual, and qualitative or observational. New chapters and other new content in the second edition are important and welcome additions. This invaluable book belongs on the shelf of every graduate student who pursues research, and is extremely useful for practitioners who need to critically read research reports.”--David Brinberg, PhD, R. O. Goodykoontz Professor of Marketing, Virginia Tech "This exceptional second edition focuses on how to ask and answer research questions in a way that will lead to sound conceptualizations and theory development. Written in an engaging, vivid, and crystal-clear manner, the book includes hands-on, tricks-of-the-trade approaches. Every page reflects the joy and satisfaction that come with fostering scientific creativity to address social and clinical science problems. The companion website has very detailed and informative resources. Filling a gap in its emphasis on how to do theory-driven science, this amazing, unique text has much to offer to students and new and seasoned researchers."--Wendy K. Silverman, PhD, ABPP, Alfred A. Messer Professor of Child Psychiatry and Director, Anxiety and Mood Disorders Program, Child Study Center, Yale University School of Medicine "Essential reading for students in the social sciences, this book removes the mystery behind learning to think like a scientist. Jaccard and Jacoby teach the tricks of the trade--the cognitive maneuvers, representational strategies, and creativity heuristics--that any researcher can employ to build stronger, more informative, and testable theories. No other source covers the range of strategies for increasing the impact and relevance of theories. This book can serve as a stand-alone text in courses devoted to theory construction or as a supplemental text in more general courses on scientific and research methods. The new companion website for the second edition is invaluable; it presents useful exercises to help students build working knowledge of the concepts and strategies in the text."--Hart Blanton, PhD, Department of Communication, Texas A&M University "How exciting! In this second edition, readers are going to find new concepts and methods for infusing theory into quantitative and qualitative research. Jaccard and Jacoby continue to take on the big ideas in social science research methods with clear exposition of complex topics and balanced guidance for new scholars.”--Sean Kelly, PhD, Department of Administrative and Policy Studies, University of Pittsburgh School of Education "This outstanding book helps students understand the fundamentals of what a good theory is and how to use research to construct theories. It also shows how theory is used to guide the development of measures and interventions. It is a ‘must read’ for all doctoral students. Among the enhancements of the second edition is the great companion website, which offers resources and learning tools related to every chapter. I use this book in a doctoral-level class on theories and would recommend it to anyone who teaches theory to doctoral students.”--Cynthia G. S. Franklin, PhD, Associate Dean for Doctoral Education and Stiernberg/Spencer Family Professor in Mental Health, School of Social Work, The University of Texas at Austin "At a time when science is often misunderstood if not outright denigrated by the lay public, it is essential that aspiring social scientists come to learn how theories should be formulated, tested, and revised. As a complement to textbooks focused on research methods and statistics, this beautifully written book on how to construct and evaluate theories--better than any other I’ve seen--will equip students and young scientists for this very purpose."--Saul Kassin, PhD, Distinguished Professor of Psychology, John Jay College of Criminal Justice, City University of New York-Table of ContentsI. Basic Concepts 1. Introduction 2. The Nature of Understanding 3. Science as an Approach to Understanding II. Core Processes 4. Creativity and the Generation of Ideas 5. Focusing Concepts 6. Thought Experiments for Variable Relationships III. Frameworks for Theory Construction 7. Causal Models 8. Mathematical Modeling 9. Simulation as a Theory Development Method 10. Emergent Theory: Qualitative/Mixed Method Approaches 11. Emergent Theory: Quantitative Approaches 12. Historically Influential Systems of Thought IV. Theory at the Level of Measurement 13. Theory and Measurement: General Frameworks 14. Types of Measurement Strategies V. Concluding Issues 15. Theory Revision 16. Reading and Writing about Theories 17. Epilogue

Read more less

Book SynopsisPractical and comprehensive, this is the first book to focus on noncredible performance in clinical contexts. Experts in the field discuss the varied causes of invalidity, describe how to efficiently incorporate validity tests into clinical evaluations, and provide direction on how to proceed when noncredible responding is detected. Thoughtful, ethical guidance is given for offering patient feedback and writing effective reports. Population-specific chapters cover validity assessment with military personnel; children; and individuals with dementia, psychiatric disorders, mild traumatic brain injury, academic disability, and other concerns. The concluding chapter describes how to appropriately engage in legal proceedings if a clinical case becomes forensic. Case examples and sample reports enhance the book's utility.Trade Review"To say that this book fills a void in clinical neuropsychology would be an understatement. The reader comes away with an appreciation of the importance of validity assessment across all settings in which clinical neuropsychologists work. I am hard pressed to think of any context or patient group that is not addressed. Schroeder and Martin are leaders in validity assessment in clinical settings, and the chapter authors include many of the best-known scientists and practitioners in this area."--Robert L. Heilbronner, PhD, ABPP-CN, Chicago Neuropsychology Group; Feinberg School of Medicine, Northwestern University "This thoughtful and thorough review of the complexities of validity assessment is a welcome addition to the clinical neuropsychologist’s library. For anyone who works with patients, this text comprehensively examines issues that until now have received far more attention in the forensic arena. The topics--ranging from ethical considerations to communicating about feigning verbally and in written reports--will be tremendously helpful to practitioners as they navigate challenging and nuanced situations. In my classes, I would use the book to help prepare students for real-world clinical practice."--Douglas Whiteside, PhD, ABPP-CN, Department of Rehabilitation Medicine, University of Minnesota Medical School "Most books on validity assessment focus on the forensic side, and on diagnoses that are likely to result in litigation and/or compensation seeking. But not all forensic concepts can be easily applied to clinical settings. This volume provides fresh perspectives and up-to-date data that all clinicians can benefit from. Readers will find detailed information on how to explain performance validity test failure, provide feedback, and write reports, while maintaining clinical care. Ethical and cultural considerations, statistics, test selection, and use of performance validity tests with specific populations are covered."--Dominic A. Carone, PhD, ABPP-CN, Department of Physical Rehabilitation and Medicine, Upstate Medical University, State University of New York-Table of ContentsI. Neuropsychological Validity Assessment: Important Distinctions for Nonforensic Practice 1. Validity Assessment in Clinical Settings: How It Differs from Forensic Settings and Why It Is Important, Ryan W. Schroeder & Phillip K. Martin 2. Explanations of Performance Validity Test Failure in Clinical Settings, Ryan W. Schroeder & Phillip K. Martin 3. Malingering: Maintaining a Perspective of Clinical Care When Patients Feign, Phillip K. Martin & Ryan W. Schroeder 4. A Framework for Providing Clinical Feedback When Patients Invalidate Testing, Phillip K. Martin & Ryan W. Schroeder 5. Incorporation of Validity Assessment and Validity Findings When Writing Clinical Reports, Ryan W. Schroeder & Phillip K. Martin 6. Ethical Considerations Associated with Validity Assessment in Clinical Evaluations, Phillip K. Martin, Ryan W. Schroeder, Kyle Brauer Boone, & Shane S. Bush II. Clinical and Methodological Considerations throughout the Evaluation 7. Clinical Judgment and Clinically Applied Statistics: Description, Benefits, and Potential Dangers When Relying on Either One Individually in Clinical Practice, Brechje Dandachi-FitzGerald & Phillip K. Martin 8. An Overview of Common Performance Validity Tests for Practicing Clinicians: Cutoffs, Classification Accuracy, and Administration Times, Jason R. Soble, Troy A. Webber, & K. Chase Bailey 9. The MMPI-2-RF Validity Scales: An Overview of Research and Applications, Jordan T. Hall & Yossef S. Ben-Porath 10. The Nuts and Bolts of Incorporating Validity Assessment in Clinical Evaluations, Sara M. Lippa 11. Synthesizing Data to Reach Clinical Conclusions Regarding Validity Status, Glenn J. Larrabee 12. Performance Validity Testing with Culturally Diverse Individuals and Non-Native English Speakers: The Need for a Cultural Perspective in Neuropsychological Practice, Adriana M. Strutt & Jennifer M. Stinson III. Validity Assessment in Specific Clinical Settings and Contexts 13. Validity Assessment within Veterans Affairs and Active Duty Settings, Robert D. Shura, John H. Denning, Patrick Armistead-Jehle, & Bradley N. Axelrod 14. Validity Assessment within the Memory Disorders/Dementia Clinic, Ryan W. Schroeder & Phillip K. Martin 15. Validity Assessment within the Rehabilitation Setting, Jeremy J. Davis 16. Validity Assessment in Academic Evaluations, Julie A. Suhr, Grace J. Lee, & Kaley Angers 17. Validity Assessment in Patients with Psychiatric Disorders, Paul S. Marshall & Ryan W. Schroeder 18. Validity Assessment in Patients with Mild Traumatic Brain Injury, Ryan W. Schroeder, Phillip K. Martin, & Glenn J. Larrabee 19. Validity Assessment in Patients with Somatic Symptom and Related Disorders, Christopher J. Graver & Kyle Brauer Boone 20. Validity Assessment for Clinical Patients Pursuing Social Security Disability, Ryan W. Schroeder &Michael Chafetz 21. Validity Assessment for Clinical Patients with Workers’ Compensation Claims, Caleb P. Peck & Howard Oakes 22. Validity Assessment with Children and Adolescents: Comparisons to Adult Evaluations, Danielle M. Ploetz, Carolyn T. Caldwell, & Kristian P. Nitsch 23. Forensic Primer for the Nonforensic Neuropsychologist: When Clinicians Participate in Forensic Proceedings, Jerry J. Sweet & Kristen M. Klipfel Index

Read more less

Book SynopsisThe development of studentsâ conceptual understanding of the world is vital to their academic success at all grade levels (preschool through high school) and across content areas. This professional resource and course text presents expert perspectives on building conceptual knowledge and vocabulary through reading, writing, and classroom discussion. Topics include the importance of word study and informational texts in early literacy, discussion practices that boost comprehension, the use of multimodal and appropriately complex texts, engaging digital literacies, and discipline-specific writing. Ways to strengthen English learnersâ conceptual skills are highlighted. Each chapter describes current research, explains how to plan and scaffold instruction, distills Implications for Professional Learning, and offers Questions for Discussion.Trade Review"By addressing how students acquire concepts related to language and reasoning, this book provides teachers with a range of ideas important to literacy development across grades and contexts. Each chapter presents a cohesive framework for considering multiple aspects of language, both oral and written. The volume supplies a needed perspective on the complex array of skills and knowledge that must develop in concert across time and experience to support school success. It will be a valuable text for courses focused on early reading/literacy development and instruction, and an excellent supplemental text for graduate courses on content-area/disciplinary literacies."--Carol A. Donovan, PhD, Director, Belser–Parton Literacy Center, University of Alabama "This volume shows how educators can help students use language in all its forms to prepare them to engage effectively in the world of knowledge. It presents strategies for developing students' language and literacy skills in ways that build both conceptual understanding and the abilities to think critically and communicate competently. Readers will benefit from a breadth of accessible practices for supporting students across grades and throughout their school learning experiences. Importantly, the book is designed to help bridge the gap between research and practice. The key takeaways for teachers and the discussion questions make the text especially useful for preservice teacher training and professional learning."--Alison K. Billman, PhD, Director of Early Elementary Curriculum, Lawrence Hall of Science, University of California, Berkeley "This book is an excellent resource for classroom teachers, literacy leaders, and teacher educators. The contributors present a holistic view of language and literacy development, reminding us that language and literacy are essential tools for constructing meaning and for exploring the world around us. The central topic of conceptual knowledge development is extremely timely and relevant. Every chapter is written with the clear goal of using current research to suggest implications for classroom practice. The book is full of concrete examples and recommendations, making it a terrific text for use in a teacher study group or professional learning community. It would also serve well as a core text for graduate-level education courses."--Juliet L. Halladay, PhD, Department of Education, University of Vermont-Table of ContentsForeword, Elfrieda H. Hiebert 1. Introduction, Melanie R. Kuhn 2. Developing Vocabulary Skills While Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program, Claire E. Hamilton & Paula J. Schwanenflugel 3. “I Don’t Just Want to Read, I Want to Learn Something”: Best Practices for Using Informational Texts to Build Young Children’s Conceptual Knowledge, Mariam Jean Dreher & Sharon B. Kletzien 4. What Does Discussion Add to Reading for Conceptual Learning?, Pei-Yu Marian Pan, Brian W. Miller, & Richard C. Anderson 5. Using Multimodal Text Sets to Support Conceptual Understandings, Jeanne Swafford 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity, Heidi Anne E. Mesmer 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning, Jill Castek & Michael Manderino 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing, Estanislado S. Barrera IV & Kim Skinner 9. Addressing Complexities of Science Texts to Facilitate English Language Learners’ Conceptual Development, Marco A. Bravo, Saúl I. Maldonado, & Jorge L. Solís 10. Amplifying Diverse Voices with Read-Alouds in Elementary, Middle, and High School Classrooms: Connecting Concepts to Practice, Catherine Lammert, Stacia L. Long, & Jo Worthy 11. What’s Involved in Preparing Students for Workplace Writing Success?: Linking Conceptual and Practical Knowledge, Maria Grant, Diane Lapp, & Thomas DeVere Wolsey Index

Read more less

Book SynopsisThe development of studentsâ conceptual understanding of the world is vital to their academic success at all grade levels (preschool through high school) and across content areas. This professional resource and course text presents expert perspectives on building conceptual knowledge and vocabulary through reading, writing, and classroom discussion. Topics include the importance of word study and informational texts in early literacy, discussion practices that boost comprehension, the use of multimodal and appropriately complex texts, engaging digital literacies, and discipline-specific writing. Ways to strengthen English learnersâ conceptual skills are highlighted. Each chapter describes current research, explains how to plan and scaffold instruction, distills Implications for Professional Learning, and offers Questions for Discussion.Trade Review"By addressing how students acquire concepts related to language and reasoning, this book provides teachers with a range of ideas important to literacy development across grades and contexts. Each chapter presents a cohesive framework for considering multiple aspects of language, both oral and written. The volume supplies a needed perspective on the complex array of skills and knowledge that must develop in concert across time and experience to support school success. It will be a valuable text for courses focused on early reading/literacy development and instruction, and an excellent supplemental text for graduate courses on content-area/disciplinary literacies."--Carol A. Donovan, PhD, Director, Belser–Parton Literacy Center, University of Alabama "This volume shows how educators can help students use language in all its forms to prepare them to engage effectively in the world of knowledge. It presents strategies for developing students' language and literacy skills in ways that build both conceptual understanding and the abilities to think critically and communicate competently. Readers will benefit from a breadth of accessible practices for supporting students across grades and throughout their school learning experiences. Importantly, the book is designed to help bridge the gap between research and practice. The key takeaways for teachers and the discussion questions make the text especially useful for preservice teacher training and professional learning."--Alison K. Billman, PhD, Director of Early Elementary Curriculum, Lawrence Hall of Science, University of California, Berkeley "This book is an excellent resource for classroom teachers, literacy leaders, and teacher educators. The contributors present a holistic view of language and literacy development, reminding us that language and literacy are essential tools for constructing meaning and for exploring the world around us. The central topic of conceptual knowledge development is extremely timely and relevant. Every chapter is written with the clear goal of using current research to suggest implications for classroom practice. The book is full of concrete examples and recommendations, making it a terrific text for use in a teacher study group or professional learning community. It would also serve well as a core text for graduate-level education courses."--Juliet L. Halladay, PhD, Department of Education, University of Vermont-Table of ContentsForeword, Elfrieda H. Hiebert 1. Introduction, Melanie R. Kuhn 2. Developing Vocabulary Skills While Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program, Claire E. Hamilton & Paula J. Schwanenflugel 3. “I Don’t Just Want to Read, I Want to Learn Something”: Best Practices for Using Informational Texts to Build Young Children’s Conceptual Knowledge, Mariam Jean Dreher & Sharon B. Kletzien 4. What Does Discussion Add to Reading for Conceptual Learning?, Pei-Yu Marian Pan, Brian W. Miller, & Richard C. Anderson 5. Using Multimodal Text Sets to Support Conceptual Understandings, Jeanne Swafford 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity, Heidi Anne E. Mesmer 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning, Jill Castek & Michael Manderino 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing, Estanislado S. Barrera IV & Kim Skinner 9. Addressing Complexities of Science Texts to Facilitate English Language Learners’ Conceptual Development, Marco A. Bravo, Saúl I. Maldonado, & Jorge L. Solís 10. Amplifying Diverse Voices with Read-Alouds in Elementary, Middle, and High School Classrooms: Connecting Concepts to Practice, Catherine Lammert, Stacia L. Long, & Jo Worthy 11. What’s Involved in Preparing Students for Workplace Writing Success?: Linking Conceptual and Practical Knowledge, Maria Grant, Diane Lapp, & Thomas DeVere Wolsey Index

Read more less

Book SynopsisSynthesizing diverse strands of theory and research, this compelling book explores the psychology of religion and spirituality through an innovative attachment lens. Pehr Granqvist examines the connections between early caregiving experiences, attachment patterns, and individual differences in religious cognition, experience, and behavior. The function of a deity as an attachment figure is analyzed, as are ways in which attachment facilitates the intergenerational transmission of religion. The book also shows how the attachment perspective can aid in understanding mystical experiences, connections between religion and mental health, and cultural differences between more and less religious societies. Granqvist's conversational writing style, concrete examples, and references to popular culture render complex concepts accessible.Trade Review“An intriguing, indeed remarkable book. Drawing on both his own and many others’ interview-based and observational studies, Granqvist finds that our attachments to God can be characterized similarly to our attachments to intimate friends, partners, and parents--as secure, avoidant, ambivalent and/or disorganized. Bowlby and Ainsworth would have found great value in this work."--Mary Main, PhD, Department of Psychology (Emerita), University of California, Berkeley "Granqvist reminds me at times of William James, and, like James's work, much of this book sings. It is a delight to read. Granqvist combines a keen, critical mind with an appreciated humility. No one should consider studying attachment and the psychology of religion/spirituality without first thoroughly mastering this book.”--Ralph W. Hood, Jr., PhD, Department of Psychology, University of Tennessee at Chattanooga "Fascinating, informative, and thought provoking, this book is a 'must read' for researchers and students concerned with the psychology of religion, and for anyone interested in understanding the psychodynamic basis of religious beliefs. Granqvist advances his innovative thesis with tight logic and irrefutable evidence, revealing that religion and spirituality have a surprisingly simple beginning in infant–parent interactions. The book provides an up-to-date, comprehensive synthesis of attachment research and ideas from other areas, such as theology, psychoanalysis, and evolutionary perspectives. His elegant and scientifically sound 'religion-as-attachment' approach helps explain much about people's religious beliefs and behavior. I thoroughly enjoyed this book, both as an attachment researcher and as someone seeking to understand why religion and spirituality can sometimes lead to happiness and thriving, and other times to suffering and pain."--Mario Mikulincer, PhD, Baruch Ivcher School of Psychology, Interdisciplinary Center (IDC) Herzliya, Israel "Much important new theorizing and creative research on religion has been done in psychology and related fields, inspiring Pehr Granqvist to write this important and fascinating new work. Fortunately for anyone interested in attachment theory, religion, and their interconnections, the book is a gem! It is very broad ranging (hence the subtitle’s “wider view”), impressively multidisciplinary, and beautifully organized and argued.…Granqvist has done an excellent job of combining modern evolutionary, cognitive, and developmental theories and research….The book is destined to become a classic."--From the Foreword by Phillip R. Shaver, PhD, Distinguished Professor of Psychology Emeritus, University of California, Davis-Granqvist is in direct line of intellectual descent from the founders of attachment theory….Attachment in Religion and Spirituality has surprised at every turn. It is…among the most lively and accessible pieces of scholarship I have read. The chapters and the narrative flow of the book are well-organized and coherent. Anyone could pick up this book and enjoy it….Attachment in Religion and Spirituality is a terrific read and a thought-provoking contribution to both discussions in the psychology of religion and to scholarship on attachment. But much more than a creative integration of two subdisciplines, the book will interest readers from across the field of psychology, given that Granqvist's concerns encompass topics as varied as individual differences, communal processes, evolutionary theory, and the politics of the welfare state. The success of Attachment in Religion and Spirituality speaks well to the ongoing vitality and relevance of attachment theory.--The American Journal of Psychology, 12/21/2020Table of ContentsForeword, Phillip R. Shaver Prologue: Setting the Stage I. Normative Aspects of Attachment, Religion, and Spirituality 1. Normative Features of Attachment 2. God as a Noncorporeal Attachment Figure 3. Religious and Spiritual Development in Relation to Attachment Maturation II. Individual Differences in Attachment, Religion, and Spirituality 4. Individual Differences in Attachment 5. The Correspondence Pathway 6. The Compensation Pathway III. Expansions: A Wider View of Attachment and Religion/Spirituality 7. Religion as Attachment in Relation to Mental Health 8. Altered Spiritual States, Dissociation, and Attachment Disorganization IV. Points of Convergence and Divergence 9. Attachment Theory and the Psychology and Psychoanalysis of Religion 10. Attachment and the Evolutionary Cognitive Neuroscience of Religion V. Beyond Attachment, Religion, and Spirituality: The Psychology of Secularism 11. God versus the Welfare State Epilogue Playlist

Read more less

Book SynopsisAn in-depth guide to executing longitudinal confirmatory factor analysis (CFA) and structural equation modeling (SEM) in Mplus, this book uses latent stateâtrait (LST) theory as a unifying conceptual framework, including the relevant coefficients of consistency, occasion specificity, and reliability. Following a standard format, chapters review the theoretical underpinnings, strengths, and limitations of the various models; present data examples; and demonstrate each model's application and interpretation in Mplus, with numerous screen shots and output excerpts. Coverage encompasses both traditional models (autoregressive, change score, and growth curve models) and LST models for analyzing single- and multiple-indicator data. The book discusses measurement equivalence testing, intensive longitudinal data modeling, and missing data handling, and provides strategies for model selection and reporting of results. User-friendly features include special-topic boxes, chapter summariTrade Review"Geiser introduces readers to longitudinal SEM by building from simple to more complex models. Assuming only basic prior knowledge about SEM and factor analysis, Geiser offers a careful, clear analysis of advantages and limitations of each method, and includes discussions of missing data, Bayesian analysis, dynamic SEM for intensive longitudinal data, and model selection strategies. This book is an ideal companion text for a second course in SEM that tackles the analysis of longitudinal data. It is a useful reference for more experienced researchers and methodologists who want to learn about LST models. The book is unique in using LST theory to scaffold the presentation of a variety of models for longitudinal data. Discussion of the various models is skillfully interwoven with path diagrams, equations, and Mplus code. Even a beginning SEM user will have no trouble understanding this book."--Kristopher J. Preacher, PhD, Department of Psychology and Human Development, Peabody College, Vanderbilt University "This is the first English-language book to introduce longitudinal latent variable analysis based on the crucial distinctions between states, traits, measurement error, and method effects. The book provides an extended and readable introduction to LST theory and, in particular, its implications for a meaningful analysis of longitudinal data. I highly recommend this book for students who want to learn about fundamental concepts of differential and developmental psychology; latent variables, in general; and the analysis of latent variables in longitudinal designs with Mplus, the most comprehensive program for the analysis of manifest and latent variables. I have no doubt that students will profit a lot from this great book written by an outstanding, authoritative scientist in the field of latent variable modeling."--Rolf Steyer, PhD, Institute of Psychology, Friedrich-Schiller University of Jena, Germany "A much-needed addition to the literature. Geiser writes in an extremely clear and engaging style, avoiding unnecessary jargon while communicating essential concepts in a rigorous manner. The boxes within the chapters provide additional technical information to provide readers with a deeper dive into certain topics without interrupting the flow of the book. The most appealing aspect of this book for an instructor using it as a didactic tool or a researcher using it as a reference is the well-documented Mplus examples. These are truly key to bringing the methods alive for the reader. I recommend this book as a primary text in a course on longitudinal data analysis or latent variable modeling. It provides students with both the technical background to understand LST models and the applied tools to fit them using Mplus."--Holmes Finch, PhD, George and Frances Ball Distinguished Professor of Educational Psychology, Ball State University "The book offers a profound, flexible, and extremely useful framework for longitudinal SEM. It will be of interest to users and theoreticians alike--it has much to offer for graduate courses or for researchers working with longitudinal data in psychology and related disciplines. Even though the primary topic is modeling, the book also provides inspiration for formulating research questions. Coming from a different angle with a different modeling language, I found it highly accessible and appealing. The book builds on earlier developments in LST theory and extrapolates the basic principles to a large variety of possible model specifications."--Paul De Boeck, PhD, Department of Psychology, The Ohio State University "Using a measurement theory perspective, Geiser explains the rationale and procedures for a variety of longitudinal models, including simplex models, latent change score models, latent growth curve models, latent state models, and LST models. He translates longitudinal modeling techniques into digestible concepts and frames the relations between these concepts using LST theory. Geiser guides readers through complex issues related to analyzing longitudinal data so that readers can apply these methods to their own research. Easy-to-follow examples and annotated Mplus syntax and output clarify the concepts and illustrate the techniques. While this book is broadly accessible to substantive researchers, its technical rigor also will satisfy quantitative specialists. It can serve as a text for graduate-level courses or self-study of longitudinal data analysis and SEM."--Sara Finney, PhD, Department of Graduate Psychology, James Madison University-An excellent text on longitudinal structural equation modeling. Social science researchers use longitudinal models to measure the change in attitudes, personality traits, intelligence, feelings, cognitive abilities, etc., over time (Geiser, 2021). With the popularity of these types of models and the abundant use of Mplus, this book does a great job marrying the two areas to provide readers with an understanding of how longitudinal models work and how to estimate them using the powerful software, Mplus….I enjoyed the detail Geiser provides with respect to the fundamental knowledge of the models presented and the Mplus software. The organization of the chapters builds upon each other so the reader can easily follow the model building process and the author does an excellent job explaining each model….The amount of detail provided about Mplus syntax and interpretation of the results is impressive. Another highlight of the book are the BOXES presented throughout the chapters that highlight fundamental topics. From a pedagogical standpoint these BOXES are an efficient way to draw the reader's attention to important topics in the field of SEM. I recommend this book for researchers who are interested in learning about longitudinal SEM or as a reference for teaching a graduate-level SEM course.--Structural Equation Modeling, 02/05/2021Table of ContentsList of Abbreviations Guide to Statistical Symbols 1. A Measurement Theoretical Framework for Longitudinal Data: Introduction to Latent State–Trait Theory 1.1 Introduction 1.2 Latent State–Trait Theory 1.3 Chapter Summary 1.4 Recommended Readings 2. Single-Factor Longitudinal Models for Single-Indicator Data 2.1 Introduction 2.2 The Random Intercept Model 2.3 The Random and Fixed Intercepts Model 2.4 The ξ-Congeneric Model 2.5 Chapter Summary 2.6 Recommended Reading 3. Multifactor Longitudinal Models for Single-Indicator Data 3.1 Introduction 3.2 The Simplex Model 3.3 The Latent Change Score Model 3.4 The Trait–State–Error Model 3.5 Latent Growth Curve Models 3.6 Chapter Summary 3.7 Recommended Readings 4. Testing Measurement Equivalence in Longitudinal Studies 4.1 Introduction 4.2 The Latent State (LS) Model 4.3 The Latent State Model with Indicator-Specific Residual Factors (LS-IS Model) 4.4 Chapter Summary 4.5 Recommended Readings 5. Multiple-Indicator Longitudinal Models 5.1 Introduction 5.2 Latent State Change (LSC) Models 5.3 The Latent Autoregressive/Cross-Lagged States (LACS) Model 5.4 Latent State–Trait (LST) Models 5.5 Latent Trait Change (LTC) Models 5.6 Chapter Summary 5.7 Recommended Readings 6. Modeling Intensive Longitudinal Data 6.1 Introduction 6.2 Special features of Intensive Longitudinal Data 6.3 Specifying Longitudinal SEMs for Intensive Longitudinal Data 6.4 Chapter Summary 6.5 Recommended Readings 7. Missing Data Handling 7.1 Introduction 7.2 Missing Data Mechanisms 7.3 Maximum Likelihood Missing Data Handling 7.4 Multiple Imputation (MI) 7.5 Planned Missing Data Designs 7.6 Chapter Summary 7.7 Recommended Readings 8. How to Choose between Models and Report the Results 8.1 Model Selection 8.2 Reporting Results 8.3 Chapter Summary 8.4 Recommended Readings References Author Index Subject Index

Read more less

Book SynopsisDifferent research methods can yield unique insights into literacy learning and teaching--and, used synergistically, can work together to move the field forward. Now revised and updated with 50% new material, this definitive text presents widely used methods and provides students and researchers with a clear understanding of when, how, and why they are applied. Leading authorities describe established and emerging methodologies, review the types of questions they are suited to address, and identify standards for quality. Key issues in research design are accessibly discussed. Each chapter offers one or more exemplars of high-quality published studies to illustrate the approach in action. The benefits of using multiple types of methods to more fully investigate a given question or problem are emphasized throughout. New to This Edition *Chapter on a vital new topic: critical race methodologies. *New chapters on core topics: design-based research, causal effects,Trade Review"I have used the past two editions of this book in graduate courses on how to read, critique, and plan literacy research, and both editions are dog-eared and well worn. I am thrilled to have the third edition--it is simply a 'must read' for graduate students in literacy education. This is a great text for any course in research methods or design because it addresses the fundamental importance of matching the research methodology to the research questions and resulting claims. A bonus is the exposure to exemplar studies from a variety of research paradigms, all of which make valuable contributions to literacy research. The third edition emphasizes the standards of quality for each methodology and the synergy afforded through mixed methodological approaches."--Marcia Invernizzi, PhD, Edmund H. Henderson Professor Emerita, School of Education and Human Development, University of Virginia "This book describes literacy research methodologies in a way that is far reaching, yet clear and understandable to my doctoral students, who are sometimes intimidated by the topic. In my doctoral seminar, I had students explore particular methodologies presented in the text and analyze how they have been applied in published articles. This comparative analysis helped prepare students to apply the methodologies in their own research. Anyone looking to examine listening, speaking, reading, or writing can benefit from the recommended research guidelines presented for each methodology. "--Lauren Eutsler, PhD, Department of Teacher Education and Administration, University of North Texas "The third edition of this text will whet the reader's appetite for understanding the latest methods for conducting and analyzing literacy research. To my knowledge, this is the only single-volume work of its kind. Students who are beginning to conduct research to test theories, or who want to examine the evidence, warrants, and claims conveyed by researchers or policymakers, will find the chapters clear and insightful. This is an essential text for doctoral seminars on literacy; it provides tools for generating innumerable stellar questions and answers. Excellence in knowledge building requires a book like this."--Rosalind Horowitz, PhD, Department of Interdisciplinary Learning and Teaching and Department of Educational Psychology, The University of Texas at San Antonio-Probably the single most striking feature…is the depth and breadth of the information presented in each chapter and the general liveliness of the text....Whole books have been written about each and every one of the methodologies presented. And yet, these chapters are amazingly satisfying in their fullness....Even a novice researcher, after reading these chapters, can get a very clear sense of the values, applications, procedures, concerns, standards, and complexities of each methodological approach. (on the first edition)--Journal of Curriculum Studies, 06/13/2007ƒƒHighly recommended. Graduate students, faculty, researchers. (on the first edition)--Choice Reviews, 06/01/2005Table of ContentsForeword, Seth A. Parsons 1. Introduction, Marla H. Mallette & Nell K. Duke 2. Turtles, Tortoises, Ethnographies, and Case Study: Nuances of Difference and Design, Catherine Compton-Lilly 3. Content Analysis: The Past, Present, and Future, Samuel DeJulio, James V. Hoffman, Misty Sailors, Ramón A. Martínez, & Melissa B. Wilson 4. Correlational Designs and Analyses, Michael J. Kieffer 5. Critical Race Methodologies, Alice Y. Lee & Amos J. Lee 6. Research Methods Unique to Digital Contexts: An Introduction to Virtual Ethnography, Christine Greenhow, Sarah Galvin, & K. Bret Staudt Willet 7. Approaches to Discourse Analysis in Language and Literacy Research, Amy Vetter & Melissa Schieble 8. Design-Based Research in Literacy, Gay Ivey 9. Causal Effects: Randomized Trials and Regression Discontinuity, Christina Weiland, Anne Shapiro, & Julia Lindsey 10. Doing Historical Research in Literacy, Norman A. Stahl & Douglas K. Hartman 11. Instrument Development, Sharon Walpole, John Z. Strong, & Meaghan N. Vitale 12. Meta-Analysis, Adriana G. Bus, Marinus H. van IJzendoorn, & Suzanne E. Mol 13. Mixed Research Approaches in Literacy Research, Anthony J. Onwuegbuzie & Marla H. Mallette 14. Narrative Approaches: Exploring the Phenomenon and/or Method, M. Kristiina Montero & Rachelle D. Washington 15. Neuroimaging, Jessica A. Church & Jack M. Fletcher 16. Single-Subject Experimental Design, Susan B. Neuman 17. Understanding Literacy Trends Through Survey Research, Gwynne Ellen Ash, James F. Baumann, & James J. Bason 18. Verbal Protocol Analysis in Literacy, Byeong-Young Cho 19. Considerations of Methodology and Epistemology in Designing Literacy Studies, Sarah J. McCarthey 20. Conclusion, Marla H. Mallette & Nell K. Duke Appendix. Alphabetical Listing of the Exemplars

Read more less

Book SynopsisNow in a revised and expanded fourth edition, this definitive reference and text has more than 50% new material, reflecting a decade of theoretical and empirical advances. Prominent researchers describe major theories and review cutting-edge findings. The volume explores how personality emerges from and interacts with biological, developmental, cognitive, affective, and social processes, and the implications for well-being and health. Innovative research programs and methods are presented throughout. The concluding section showcases emerging issues and new directions in the field. New to This Edition *Expanded coverage of personality development, with chapters on the overall life course, middle childhood, adolescence, and early adulthood. *Three new chapters on affective processes, plus chapters on neurobiology, achievement motivation, cognitive approaches, narcissism, and other new topics. *Section on cutting-edge issues: personality interventions, personTrade Review"The study of personality is the study of the person in context--and requires psychologists to integrate the contributions of disciplines as disparate as genetics, biology, mathematics, sociology, and economics. This handbook is a powerful example of the breadth of the field. The contributions of over 75 leading scholars are organized into one volume. This fourth edition will be required reading for graduate students and will help scholars continue to integrate the diverse approaches to personality."--William Revelle, PhD, Department of Psychology, Northwestern University "This fourth edition is a tour de force! Chapters cover the gamut of contemporary personality theory and research, ranging from biological to cultural approaches. Several chapters unpack in great detail the biological underpinnings of personality. A particularly great addition to this volume is Carol Dweck’s chapter on her integrative theory of motivation, personality, and development. The writing is engaging and clear, at a level of detail suitable for graduate students and advanced undergraduates; instructors can pick and choose chapters and the order in which they appear in a syllabus. This is a terrific resource for any psychologist’s bookshelf."--Jennifer Crocker, PhD, Ohio Eminent Scholar in Social Psychology, The Ohio State University "The contributors to this book are a stellar group of researchers and scholars. As a developmental scientist, I am particularly interested in the numerous chapters in the fourth edition that touch on developmental issues from a personality psychology perspective. I am also excited to see the fundamental topics of emotion and self-regulation addressed from so many different perspectives. The knowledgeable and nuanced discussions of important topics will provide graduate students, researchers, and instructors with a valuable overview of the field. This is an excellent volume for graduate classes on personality."--Nancy Eisenberg, PhD, Regents' Professor of Psychology, Arizona State University "The Handbook of Personality has been the go-to reference for summaries of cutting-edge personality science for decades. The fourth edition brings together a range of researchers to cover all of the important topics. This edition has expanded coverage on personality development, a key sub-area that has witnessed dramatic growth during the last decade. It also addresses new questions, such as the efficacy of personality interventions and geographic differences in personality traits. This is an indispensable resource for students and scholars of personality psychology."--Christopher J. Hopwood, PhD, Department of Psychology, University of California, Davis "With the publication of its fourth edition, this handbook now enters its fourth decade of defining the state of the science in personality theory, research, and application. Balancing coverage of classically enduring themes with newly emerging directions, the editors and contributors have captured the field's conceptual sophistication and methodological rigor. Forty-two chapters--many of them new to this edition--are organized to capture both the breadth and depth of personality science, and written in an informed and informative style."--Mark Snyder, PhD, Professor and McKnight Presidential Chair in Psychology, University of Minnesota-Table of ContentsI. Theoretical Perspectives and Conceptual Units 1. The Evolution of Human Personality, David M. G. Lewis & David M. Buss 2. History, Measurement, and Conceptual Elaboration of the Big-Five Trait Taxonomy: The Paradigm Matures, Oliver P. John & Christopher J. Soto 3. Toward an Integrative Theory of Motivation, Personality, and Development, Carol S. Dweck 4. Achievement Goal Complexes: Integrating the “What” and the “Why” of Achievement Motivation, Nicolas Sommet, Andrew J. Elliot, & Kennon M. Sheldon 5. Narrative Identity and the Life Story, Dan P. McAdams II. Biological Foundations 6. Temperament: Theory and Research, Lee Anna Clark & David Watson 7. Personality in Animals: What Can We Learn from a Species-Comparative Approach?, Alexander Weiss 8. The Neurobiology of Personality, Colin G. DeYoung, Rachael G. Grazioplene, & Timothy A. Allen 9. Behavioral Genetics and Personality: Ongoing Efforts to Integrate Nature and Nurture, Robert F. Krueger & Wendy Johnson 10. Molecular Genetics of Personality, Marleen H. M. de Moor III. Development 11. Personality Development across the Life Course: A Neo-Socioanalytic Perspective, Brent W. Roberts & Lauren B. Nickel 12. Personality Development in Middle Childhood, Rebecca L. Shiner 13. Personality in Adolescence, Filip De Fruyt & Evalill Bølstad Karevold 14. Personality and Life Transitions in Young Adulthood, Wiebke Bleidorn & Jaap J. A. Denissen 15. Personality Development in Adulthood and Later Life, Daniel K. Mroczek, Eileen K. Graham, Nicholas A. Turiano, & Mazeed Omotilewa Aro-Lambo 16. Personality and Parenting, Olivia E. Atherton & Thomas J. Schofield IV. Cognitive and Motivational Processes 17. Cognitive Approaches to Personality, Michael D. Robinson 18. Implicit Motives, Oliver C. Schultheiss & Martin G. Köllner 19. A Cognitive–Affective Processing System Approach to Personality Dispositions: Rejection Sensitivity as an Illustrative Case Study, Ozlem Ayduk & Rodolfo Mendoza-Denton 20. Creativity and Genius, Dean Keith Simonton V. Affective Processes 21. Emotion and Personality: A Social Functionalist Approach, Dacher Keltner & Michelle N. Shiota 22. The Approach System as a Component of Personality, Sheri L. Johnson, Benjamin Swerdlow, Jennifer Pearlstein, Manon Ironside, & Charles S. Carver 23. The Self-Conscious and Social Emotions: A Personality and Social Functionalist Account, Jessica L. Tracy & Aaron C. Weidman 24. Emotion Regulation: Basic Processes and Individual Differences, Tammy English, Lameese Eldesouky, & James J. Gross 25. Self-Regulatory Processes, Stress, and Coping, Charles S. Carver & Michael F. Scheier VI. Self- and Social Processes: Relationships, Culture, Environment 26. Naturalizing the Self, Richard W. Robins 27. Identity Negotiation: A Theory of Self and Social Interaction, William B. Swann, Jr. & Jennifer K. Bosson 28. Self-Regulation and Personality, Rick H. Hoyle & Erin K. Davisson 29. Narcissism in Contemporary Personality Psychology, M. Brent Donnellan, Robert A. Ackerman, & Aidan G. C. Wright 30. Attachment Theory and Its Place in Contemporary Personality Theory and Research, R. Chris Fraley & Phillip R. Shaver 31. Persons, Situations, and Person–Situation Interactions, R. Michael Furr & David C. Funder 32. Culture and Personality: Current Directions, Shigehiro Oishi, Kostadin Kushlev, & Verónica Benet-Martinez VII. Applications and Implications 33. Personality and Religion, Sarah A. Schnitker & Robert A. Emmons 34. Personality and Subjective Well-Being, Richard E. Lucas & Ed Diener 35. Personality and Psychopathology, Jennifer L. Tackett & Stephanie Mullins-Sweatt 36. Personality and Personality Disorder, Thomas A. Widiger & Joshua R. Oltmanns 37. Personality and Health: A Lifespan Perspective, Howard S. Friedman & Sarah E. Hampson VIII. Emerging Issues and New Directions 38. Personality Interventions, Joshua J. Jackson, Emorie D. Beck, & Anissa Mike 39. Ecological Sampling Methods for Studying Personality in Daily Life, Matthias R. Mehl & Cornelia Wrzus 40. Putting Personality in Its Place: A Geographical Perspective on Personality Traits, Peter J. Rentfrow & Samuel D. Gosling 41. What Do We Know When We Know Ourselves?, Simine Vazire & Erika Carlson 42. Some Contributions of Economics to the Study of Personality, James J. Heckman, Tomáš Jagelka, & Tim Kautz Author Index Subject Index

Read more less

Book SynopsisThis compassionate book presents dialectical behavior therapy (DBT), a proven psychological intervention that Marsha M. Linehan developed specifically for the impossible situations of life--and which she and Elizabeth Cohn Stuntz now apply to the unique challenges of cancer for the first time. *How can you face the fear, sadness, and anger without being paralyzed by them? *Is it possible to hold on to hope without being in denial? *How can you nurture supportive relationships when you have barely enough energy to take care of yourself? Learn powerful DBT skills that can help you make difficult treatment decisions, manage overwhelming emotions, speak up for your needs, and tolerate distress. The stories and collective wisdom of other cancer patients and survivors illustrate the coping skills and show how you can live meaningfully, even during the darkest days.Trade Review"I will always remember the exact moment I received my first diagnosis of breast cancer, as well as my second diagnosis 15 years later. Over the years, I have nourished myself emotionally and intellectually by reading books on the challenges of living with cancer. None has had a greater impact than Coping with Cancer. This book is a treasure trove of tools and skill sets that can be life changing as you navigate the road ahead. It is beautifully written in a personal, authentic, totally relatable voice. It holds a special place on my shelf--as I predict it will on yours!"--Debbie L., New York City "This book is absolutely fantastic--it will be so very impactful and helpful. I am thrilled to have this widely available."--William S. Breitbart, MD, Jimmie C. Holland Chair in Psychiatric Oncology; Chairman, Department of Psychiatry and Behavioral Sciences, Memorial Sloan Kettering Cancer Center “In my 30-plus years as an oncology social worker, many books on living with cancer have crossed my desk. Books on this topic tend to be based on either personal experience or professional know-how; this guide is an excellent combination of the two and perfect to help you feel more in control and manage the uncertainty of living with a cancer diagnosis.”--Sara Goldberger, MSSW, ACSW, LCSW-R, cancer survivor and President, Association of Oncology Social Workers "I am deeply grateful to the authors for this respectful, compassionate, very practical guide. There was nothing like this book when my mother was diagnosed with cancer in 1954, back when people would not even say 'the C-word.' In fact, there has been nothing like it until now! As the survivor of two aggressive cancers myself, I wish I had had this book when I was diagnosed. The authors provide a manageable, step-wise approach to coping with an individual and interpersonal disaster. They draw on knowledge from both DBT and psychoanalysis to produce a welcome, creative synthesis."--Nancy McWilliams, PhD, ABPP, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey “As a DBT clinician and cancer survivor/fighter myself, I rely on the skills in this book to face my diagnosis, treatments, and uncertainties, and to continue engaging in my personal and professional life. This book is an invaluable resource for patients, loved ones, and support groups facing the emotional rollercoaster of a cancer diagnosis."--Seth Axelrod, PhD, Director of DBT Services and Associate Professor of Psychiatry, Yale–New Haven Psychiatric Hospital "An important book for us all to read. It is practical, actionable, down to earth, and wise."--Rev. Joan Halifax, Abbot, Upaya Zen Center, and author of Standing at the Edge-In this exceptionally well-written book, this expert duo conveys compassion, empathy and encouragement as they walk the reader through a host of different behavioral and introspective coping techniques. It reads like a step-by-step guide to the phases of coming to terms with a cancer diagnosis and feeling effective in negotiating one's own needs. While DBT may be intimidating for some psycho-oncology clinicians because of the level of certification involved as well as the skills groups and supports inherent in formal DBT Programs, this book makes DBT approachable for clinicians and cancer patients alike….The first-person writing of this book conveys a warmth and ease that is inviting. It strikes the right note between being compassionate without being sentimental and direct without being judgmental. Furthermore, the book brings important DBT skills to life using authentic patient examples and affirmations that are balanced, genuine and transformational. This book and its skills are worth adding to your wheelhouse.--Association of Oncology Social Work, 10/20/2021ƒƒThe book gives wise guidance on how to reduce stress, make better decisions, protect important relationships, and increase overall well-being while fighting off the disease--all of which can support a better prognosis, too….This advice is useful for anyone going through difficult times, health-related or not. We could all be more mindful, offer ourselves more self-compassion, be better factcheckers, treat our support networks kindly, and search for meaning in life. The book, though geared to cancer survivors, really speaks to us all.--Greater Good Magazine, 5/21/2021Table of ContentsIntroduction 1. Dealing with the News That You Have Cancer 2. How to Make Effective Decisions 3. How to Manage Strong Emotions 4. Managing Fear, Anxiety, and Stress 5. Managing Sadness 6. Managing Anger 7. Nurturing Personal Relationships 8. Communicating with Colleagues and Medical Professionals 9. Living Meaningfully Notes Index

Read more less

Book SynopsisThe leading clinical reference and text on stress management has now been significantly revised with 60% new material reflecting key developments in the field. Foremost experts review the whats, whys, and how-tos of progressive relaxation, biofeedback, meditation, hypnosis, cognitive methods, and other therapies. Chapters describe each method's theoretical foundations, evidence base, procedures, applications, and contraindications. Assessment and implementation are illustrated with extensive case examples. The volume examines the effects of stress on both mind and body, from basic science to practical implications for everyday life and health care. New to This Edition *Greatly expanded evidence base--every method is now supported by controlled clinical research. *Advances in knowledge about stress and the brain are integrated throughout. *Chapter on children and adolescents. *Chapter on selecting the best methods for individual patients. *Chapter oTrade Review "It seems that everyone is stressed--by global health threats, by politics, by a legion of challenges that confront humankind. And with these stressors come remedies offered by pundits of varying qualification. For years, this handbook, edited by highly respected scholar-clinicians, has been a welcome resource. It provides searching, thoughtful analyses of the complexities of managing stress, integrating the scientific literature with findings from front-line clinicians. The fourth edition doesn't disappoint--Lehrer and Woolfolk have once again produced an inestimably valuable work for professionals and students."--Gerald C. Davison, PhD, Department of Psychology, University of Southern California "Stress is a ubiquitous human experience, with sources and consequences that are highly varied. In this timely fourth edition of a classic, Lehrer and Woolfolk gather the field’s top researchers to unpack both the theory and the facts underlying stress. Chapters highlight the physiological, psychological, and social pathways to outcomes ranging from harm to resilience, and review multiple approaches to the amelioration of stress, from psychopharmacology to meditative practices. This is a rich resource for both researchers and clinicians, and a comprehensive orienting text for advanced students in this area."--Richard M. Ryan, PhD, Institute for Positive Psychology and Education, Australian Catholic University; Professor Emeritus, University of Rochester "An encyclopedic and foundational reference. Lehrer and Woolfolk are major figures who have led the field of stress management for four decades, and who have assembled a remarkably gifted team of expert authors. This fourth edition greatly updates the scientific research, expands the list of authors, and sharpens the focus of many chapters. This book is a 'must read' for serious practitioners in stress management, and belongs on the easiest-to-reach shelf of every practitioner and researcher in the broader field of psychophysiology."--Donald Moss, PhD, Dean, College of Integrative Medicine and Health Sciences, Saybrook University "Edited by two of the most esteemed leaders in stress management, the fourth edition of this classic work contains insightful chapters bridging the gap between basic research and clinical applications. The volume reviews the conceptual basis for evidence-based interventions, physiological systems in the stress process, treatment of different populations, and a range of specific stress management methods. Each chapter is written in a clear, accessible manner that will be useful for clinicians, researchers, and graduate students in fields that integrate physical and mental health."--David S. Krantz, PhD, Department of Medical and Clinical Psychology, Uniformed Services University of the Health Sciences-Table of ContentsForeword, Omer Van den Bergh I. Overview of Stress and Stress Management 1. Conceptual Issues Underlying Stress Management, Robert L. Woolfolk & Paul M. Lehrer 2. Psychophysiological and Systems Perspectives on Stress and Stress Management, Paul M. Lehrer 3. The Psychology of Relaxation, Meditation, and Mindfulness, Jonathan C. Smith 4. Stress, Inflammatory Cytokines, and the Brain: An Overview, Alexander W. Kusnecov, Sara Norton, & Marialaina Nissenbaum 5. Stress and Stress Management in Children and Adolescents, Jonathan S. Comer, Laura Nelson Darling, Cristina del Busto, Erica D. Musser, & Donna B. Pincus II. Stress Management Methods - Section A. Psychophysiological Methods 6. Psychophysiological Interventions for Stress-Related, Medically Unexplained, and Anxiety Disorders, Richard N. Gevirtz 7. Progressive Relaxation: Origins, Principles, and Clinical Applications, F. J. McGuigan & Paul M. Lehrer 8. Eye Movement Desensitization and Reprocessing Therapy for Stress Management, Roger Solomon, Deany Laliotis, & Francine Shapiro 9. Neurofeedback with Biofeedback for Stress Management, Michael Thompson & Lynda Thompson 10. Biofeedback Training to Increase Heart Rate Variability, Paul M. Lehrer 11. Capnometry-Assisted Respiratory Training: Principles and Findings, Alicia E. Meuret & Thomas Ritz 12. Whole-Body Breathing: A Systems Perspective on Respiratory Retraining, Jan van Dixhoorn - Section B. Meditative Methods 13. Modern Forms of Mantra Meditation for Stress Management, Patricia Carrington & Paul M. Lehrer 14. Mindfulness Meditation for Stress Management, Jean L. Kristeller 15. Qigong Therapy for Stress Management, Kevin W. Chen 16. Yoga for Stress Management: History, Research, and Practical Details, Shirley Telles, Niranjan Kala, Ram Kumar Gupta, & Acharya Balkrishna - Section C. Psychotherapeutic Methods 17. Cognitive Therapy for Stress, Robert L. Leahy & Scott Woodruff - Section D. Hypnotic Methods 18. The Autogenic Training Method of J. H. Schultz, Wolfgang Linden 19. The Treatment of Pain and Stress with Hypnosis: A Series of Emerging Literatures, Robert A. Karlin - Section E. Other Methods 20. Stress Concepts in Relation to Music, Töres Theorell & Ingrid Hammarlund 21. Walk–Talk Exercise, Stress Resilience, and Mental Health, Cristy Phillips & Wesley E. Sime 22. Wearing the Clinical Hat, Paul M. Lehrer & Robert. L. Woolfolk Index

Read more less

Book SynopsisRoping the reader in with humor and real-world case examples presented as mysteries to be solved, this engaging text has been updated with new cases, the latest version of SPSS, and new coverage of multivariate analysis of variance. Steven R. Terrell prepares students and practitioners to become informed consumers of statistics so that they can make decisions based on data, and understand decisions others have made. He identifies six simple steps and guides readers to master them--from identifying a researchable problem to stating a hypothesis; identifying independent and dependent variables; and selecting, computing, and interpreting appropriate statistical tests. All techniques are demonstrated both manually and with the help of SPSS software. New to This Edition *All software instructions and examples are updated to SPSS Version 25. *Expanded chapter on the analysis of variance (ANOVA)--now covers multivariate ANOVA. *New and revised examples and quiz iTrade Review"Most undergraduates--and many junior professors--dread introductory statistics courses. Statistics Translated, Second Edition, will relieve the concerns of both students and instructors. The conversational tone, frequent examples and applications, consistent presentation of a six-step model to drive decision making, and visual demonstrations make the book easy to read. It offers clear explanations of relatively advanced ideas and infuses ethics into statistical decision making, which will appeal to teachers. I also appreciate the author's emphasis, in interpreting data, on the size of the effect rather than the magnitude of the alpha level. This user-friendly text surely will be widely adopted in college classrooms and kept as a reference guide by professionals long after they complete their required statistics course."--Matthew K. Burns, PhD, Rose and Irving Fein Endowed Professor of Special Education, University of Florida; Assistant Director, University of Florida Literacy Institute "Terrell's overall tone and approach display his genuine desire to help every reader learn about statistics. The text's step-by-step method enables students to think through the process of research so that they understand what tools are needed to answer questions of interest. Terrell uses practical examples throughout the book to help readers anchor ideas on prior knowledge. This is a fantastic introductory book for all students who feel that they struggle to understand statistics, and it is written in such a way that they will be empowered to learn."--Andrew H. Rose, PhD, Master of Social Work Program Director, Texas Tech University "Terrell’s text is noteworthy for its cheerful, straightforward approach. The entire research process is presented in six steps, from identifying a research problem to testing the final hypothesis. The author integrates some simple data exploration procedures (such as graphical display of distributions) without entering into the sometimes tiresome arguments about the philosophy of data analysis. This calm approach is used throughout the volume. This is not to say the essentials are oversimplified--students are likely to complete the volume with an understanding of statistics as a descriptive procedure, and a basic competence with some tools to aid in evaluating propositions. Useful revisions in the second edition include more examples to illustrate the techniques, and coverage of multivariate ANOVA. If you want to bring students softly into appreciating--not fearing--statistics, this book is a good place to look."--Charles M. Super, PhD, Center for the Study of Culture, Health, and Human Development, University of Connecticut "Statistics Translated is just that--statistics, translated into highly accessible language that glides students through the logic and common sense of statistics. With a mellifluous voice, Terrell brings all the essential statistical concepts to a level anyone can understand and appreciate (with no loss of meaning or utility). This is my book of choice for both introductory and intermediate statistics courses."--Todd D. Little, PhD, Department of Educational Psychology and Leadership, College of Education, Texas Tech University "Tremendously accessible and well written. This text is especially helpful for students who are intimidated by statistics--which includes most students in the behavioral sciences. The text clearly and simply explains the steps of quantitative research, from creating a research question to computing and interpreting statistical findings. Like the first edition, the second edition is an excellent text for psychology research methods or behavioral statistics courses, and is valuable for anyone who must use and interpret statistics."--Robin A. Barry, PhD, Department of Psychology, University of Wyoming-Table of Contents□-□ □I□n□t□r□o□d□u□c□t□i□o□n□:□ □Y□o□u□ □D□o□ □N□o□t□ □N□e□e□d□ □t□o□ □B□e□ □a□ □S□t□a□t□i□s□t□i□c□i□a□n□ □t□o□ □U□n□d□e□r□s□t□a□n□d□ □S□t□a□t□i□s□t□i□c□s□!□□ □A□ □L□i□t□t□l□e□ □B□a□c□k□g□r□o□u□n□d□□ □M□a□n□y□ □S□t□u□d□e□n□t□s□ □D□o□ □N□o□t□ □K□n□o□w□ □W□h□a□t□ □T□h□e□y□&□r□s□q□u□o□;□r□e□ □G□e□t□t□i□n□g□ □I□n□t□o□□ □A□ □F□e□w□ □S□i□m□p□l□e□ □S□t□e□p□s□□ □-□ □I□d□e□n□t□i□f□y□ □t□h□e□ □P□r□o□b□l□e□m□□ □-□ □S□t□a□t□e□ □a□ □H□y□p□o□t□h□e□s□i□s□□ □-□ □I□d□e□n□t□i□f□y□ □t□h□e□ □I□n□d□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □-□ □I□d□e□n□t□i□f□y□ □a□n□d□ □D□e□s□c□r□i□b□e□ □t□h□e□ □D□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □-□ □C□h□o□o□s□e□ □t□h□e□ □R□i□g□h□t□ □S□t□a□t□i□s□t□i□c□a□l□ □T□e□s□t□□ □-□ □U□s□e□ □D□a□t□a□ □A□n□a□l□y□s□i□s□ □S□o□f□t□w□a□r□e□ □t□o□ □T□e□s□t□ □t□h□e□ □H□y□p□o□t□h□e□s□i□s□□ □S□o□,□ □W□h□a□t□&□r□s□q□u□o□;□s□ □N□e□w□ □i□n□ □T□h□i□s□ □E□d□i□t□i□o□n□?□□ □S□u□m□m□a□r□y□□ □D□o□ □Y□o□u□ □U□n□d□e□r□s□t□a□n□d□ □T□h□e□s□e□ □K□e□y□ □W□o□r□d□s□ □a□n□d□ □P□h□r□a□s□e□s□?□□ □1□.□ □I□d□e□n□t□i□f□y□i□n□g□ □a□ □R□e□s□e□a□r□c□h□ □P□r□o□b□l□e□m□ □a□n□d□ □S□t□a□t□i□n□g□ □H□y□p□o□t□h□e□s□e□s□□ □I□n□t□r□o□d□u□c□t□i□o□n□□ □I□d□e□n□t□i□f□y□ □t□h□e□ □p□r□o□b□l□e□m□□ □-□ □C□h□a□r□a□c□t□e□r□i□s□t□i□c□s□ □o□f□ □a□ □G□o□o□d□ □P□r□o□b□l□e□m□ □S□t□a□t□e□m□e□n□t□□ □-□ □F□i□n□d□i□n□g□ □a□ □G□o□o□d□ □R□e□s□e□a□r□c□h□ □P□r□o□b□l□e□m□□ □-□ □T□h□e□ □P□r□o□b□l□e□m□ □I□s□ □I□n□t□e□r□e□s□t□i□n□g□ □t□o□ □t□h□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □T□h□e□ □S□c□o□p□e□ □o□f□ □t□h□e□ □P□r□o□b□l□e□m□ □I□s□ □M□a□n□a□g□e□a□b□l□e□ □b□y□ □t□h□e□ □R□e□s□e□a□r□c□h□e□r□□ □-□ □T□h□e□ □R□e□s□e□a□r□c□h□e□r□ □H□a□s□ □t□h□e□ □K□n□o□w□l□e□d□g□e□,□ □T□i□m□e□,□ □a□n□d□ □R□e□s□o□u□r□c□e□s□ □N□e□e□d□e□d□ □t□o□ □I□n□v□e□s□t□i□g□a□t□e□ □t□h□e□ □P□r□o□b□l□e□m□□ □-□ □T□h□e□ □P□r□o□b□l□e□m□ □C□a□n□ □B□e□ □R□e□s□e□a□r□c□h□e□d□ □t□h□r□o□u□g□h□ □t□h□e□ □C□o□l□l□e□c□t□i□o□n□ □a□n□d□ □A□n□a□l□y□s□i□s□ □o□f□ □N□u□m□e□r□i□c□ □D□a□t□a□□ □-□ □I□n□v□e□s□t□i□g□a□t□i□n□g□ □t□h□e□ □P□r□o□b□l□e□m□ □H□a□s□ □T□h□e□o□r□e□t□i□c□a□l□ □o□r□ □P□r□a□c□t□i□c□a□l□ □S□i□g□n□i□f□i□c□a□n□c□e□□ □-□ □I□t□ □I□s□ □E□t□h□i□c□a□l□ □t□o□ □I□n□v□e□s□t□i□g□a□t□e□ □t□h□e□ □P□r□o□b□l□e□m□□ □-□ □W□r□i□t□i□n□g□ □t□h□e□ □P□r□o□b□l□e□m□ □S□t□a□t□e□m□e□n□t□□ □-□ □P□r□o□b□l□e□m□ □S□t□a□t□e□m□e□n□t□s□ □M□u□s□t□ □B□e□ □C□l□e□a□r□ □a□n□d□ □C□o□n□c□i□s□e□□ □-□ □T□h□e□ □P□r□o□b□l□e□m□ □S□t□a□t□e□m□e□n□t□ □M□u□s□t□ □I□n□c□l□u□d□e□ □A□l□l□ □V□a□r□i□a□b□l□e□s□ □t□o□ □B□e□ □C□o□n□s□i□d□e□r□e□d□□ □-□ □T□h□e□ □P□r□o□b□l□e□m□ □S□t□a□t□e□m□e□n□t□ □S□h□o□u□l□d□ □N□o□t□ □I□n□t□e□r□j□e□c□t□ □t□h□e□ □R□e□s□e□a□r□c□h□e□r□&□r□s□q□u□o□;□s□ □B□i□a□s□□ □-□ □S□u□m□m□a□r□y□ □o□f□ □S□t□e□p□ □1□:□ □I□d□e□n□t□i□f□y□ □t□h□e□ □P□r□o□b□l□e□m□□ □S□t□a□t□e□ □a□ □H□y□p□o□t□h□e□s□i□s□□ □-□ □A□n□ □E□x□a□m□p□l□e□ □o□f□ □S□t□a□t□i□n□g□ □O□u□r□ □H□y□p□o□t□h□e□s□i□s□□ □-□ □A□ □L□i□t□t□l□e□ □M□o□r□e□ □D□e□t□a□i□l□□ □-□ □T□h□e□ □D□i□r□e□c□t□i□o□n□ □o□f□ □H□y□p□o□t□h□e□s□e□s□□ □-□ □U□s□i□n□g□ □D□i□r□e□c□t□i□o□n□a□l□ □H□y□p□o□t□h□e□s□e□s□ □t□o□ □T□e□s□t□ □a□ □&□l□d□q□u□o□;□G□r□e□a□t□e□r□ □T□h□a□n□&□r□d□q□u□o□;□ □R□e□l□a□t□i□o□n□s□h□i□p□□ □-□ □U□s□i□n□g□ □D□i□r□e□c□t□i□o□n□a□l□ □H□y□p□o□t□h□e□s□e□s□ □t□o□ □T□e□s□t□ □a□ □&□l□d□q□u□o□;□L□e□s□s□ □T□h□a□n□&□r□d□q□u□o□;□ □R□e□l□a□t□i□o□n□s□h□i□p□□ □-□ □N□o□n□d□i□r□e□c□t□i□o□n□a□l□ □H□y□p□o□t□h□e□s□e□s□□ □-□ □H□y□p□o□t□h□e□s□e□s□ □M□u□s□t□ □B□e□ □T□e□s□t□a□b□l□e□ □v□i□a□ □t□h□e□ □C□o□l□l□e□c□t□i□o□n□ □a□n□d□ □A□n□a□l□y□s□i□s□ □o□f□ □D□a□t□a□□ □-□ □R□e□s□e□a□r□c□h□ □v□e□r□s□u□s□ □N□u□l□l□ □H□y□p□o□t□h□e□s□e□s□□ □-□ □S□t□a□t□i□n□g□ □N□u□l□l□ □H□y□p□o□t□h□e□s□e□s□ □f□o□r□ □D□i□r□e□c□t□i□o□n□a□l□ □H□y□p□o□t□h□e□s□e□s□□ □-□ □I□s□s□u□e□s□ □U□n□d□e□r□l□y□i□n□g□ □t□h□e□ □N□u□l□l□ □H□y□p□o□t□h□e□s□i□s□ □f□o□r□ □D□i□r□e□c□t□i□o□n□a□l□ □R□e□s□e□a□r□c□h□ □H□y□p□o□t□h□e□s□e□s□□ □-□ □S□t□a□t□i□n□g□ □N□u□l□l□ □H□y□p□o□t□h□e□s□e□s□ □f□o□r□ □N□o□n□d□i□r□e□c□t□i□o□n□a□l□ □H□y□p□o□t□h□e□s□e□s□□ □-□ □A□ □P□r□e□v□i□e□w□ □o□f□ □T□e□s□t□i□n□g□ □t□h□e□ □N□u□l□l□ □H□y□p□o□t□h□e□s□i□s□□ □-□ □W□h□e□r□e□ □D□o□e□s□ □T□h□a□t□ □L□e□a□v□e□ □U□s□?□□ □-□ □S□t□a□t□i□s□t□i□c□a□l□ □W□o□r□d□s□ □o□f□ □W□i□s□d□o□m□□ □-□ □S□u□m□m□a□r□y□ □o□f□ □S□t□e□p□ □2□:□ □S□t□a□t□e□ □a□ □H□y□p□o□t□h□e□s□i□s□□ □D□o□ □Y□o□u□ □U□n□d□e□r□s□t□a□n□d□ □T□h□e□s□e□ □K□e□y□ □W□o□r□d□s□ □a□n□d□ □P□h□r□a□s□e□s□?□□ □Q□u□i□z□ □T□i□m□e□!□□ □P□r□o□b□l□e□m□ □S□t□a□t□e□m□e□n□t□s□□ □C□a□s□e□ □S□t□u□d□i□e□s□:□□ □T□h□e□ □C□a□s□e□ □o□f□ □D□i□s□t□a□n□c□e□ □T□h□e□r□a□p□y□□ □-□ □T□h□e□ □C□a□s□e□ □o□f□ □t□h□e□ □N□e□w□ □T□e□a□c□h□e□r□□ □-□ □T□h□e□ □C□a□s□e□ □o□f□ □B□e□i□n□g□ □E□x□a□c□t□l□y□ □R□i□g□h□t□□ □-□ □T□h□e□ □C□a□s□e□ □o□f□ □&□l□d□q□u□o□;□D□o□e□s□ □I□t□ □R□e□a□l□l□y□ □W□o□r□k□?□&□r□d□q□u□o□;□□ □-□ □T□h□e□ □C□a□s□e□ □o□f□ □A□d□v□e□r□t□i□s□i□n□g□□ □-□ □T□h□e□ □C□a□s□e□ □o□f□ □L□e□a□r□n□i□n□g□ □t□o□ □S□p□e□a□k□□ □-□ □T□h□e□ □C□a□s□e□ □o□f□ □K□i□d□s□ □o□n□ □C□r□u□i□s□e□s□□ □2□.□ □I□d□e□n□t□i□f□y□i□n□g□ □t□h□e□ □I□n□d□e□p□e□n□d□e□n□t□ □a□n□d□ □D□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□s□ □i□n□ □a□ □H□y□p□o□t□h□e□s□i□s□□ □I□n□t□r□o□d□u□c□t□i□o□n□□ □I□d□e□n□t□i□f□y□ □t□h□e□ □I□n□d□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □-□ □N□o□n□m□a□n□i□p□u□l□a□t□e□d□ □I□n□d□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□s□□ □-□ □A□n□o□t□h□e□r□ □W□a□y□ □o□f□ □T□h□i□n□k□i□n□g□ □a□b□o□u□t□ □N□o□n□m□a□n□i□p□u□l□a□t□e□d□ □I□n□d□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□s□□ □-□ □M□a□n□i□p□u□l□a□t□e□d□ □o□r□ □E□x□p□e□r□i□m□e□n□t□a□l□ □I□n□d□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□s□□ □-□ □L□e□v□e□l□s□ □o□f□ □t□h□e□ □I□n□d□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □-□ □S□u□m□m□a□r□y□ □o□f□ □S□t□e□p□ □3□:□ □I□d□e□n□t□i□f□y□ □t□h□e□ □I□n□d□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □I□d□e□n□t□i□f□y□ □a□n□d□ □D□e□s□c□r□i□b□e□ □t□h□e□ □D□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □-□ □I□d□e□n□t□i□f□y□i□n□g□ □Y□o□u□r□ □D□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □-□ □W□h□a□t□ □T□y□p□e□ □o□f□ □D□a□t□a□ □A□r□e□ □W□e□ □C□o□l□l□e□c□t□i□n□g□?□□ □-□ □I□n□t□e□r□v□a□l□ □D□a□t□a□□ □-□ □D□a□t□a□ □T□y□p□e□s□&□m□d□a□s□h□;□W□h□a□t□ □I□s□ □t□h□e□ □G□o□o□d□ □N□e□w□s□?□□ □-□ □S□u□m□m□a□r□y□ □o□f□ □t□h□e□ □D□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□ □a□n□d□ □D□a□t□a□ □T□y□p□e□s□□ □-□ □M□e□a□s□u□r□e□s□ □o□f□ □C□e□n□t□r□a□l□ □T□e□n□d□e□n□c□y□□ □-□ □T□h□e□ □M□e□a□n□,□ □M□e□d□i□a□n□,□ □a□n□d□ □M□o□d□e□&□m□d□a□s□h□;□M□e□a□s□u□r□e□s□ □o□f□ □C□e□n□t□r□a□l□ □T□e□n□d□e□n□c□y□□ □-□ □T□h□e□ □M□o□d□e□□ □-□ □U□s□i□n□g□ □S□t□a□t□i□s□t□i□c□a□l□ □S□o□f□t□w□a□r□e□ □t□o□ □A□n□a□l□y□z□e□ □O□u□r□ □D□a□t□a□□ □-□ □S□u□m□m□a□r□y□ □o□f□ □t□h□e□ □F□i□r□s□t□ □P□a□r□t□ □o□f□ □S□t□e□p□ □4□:□ □I□d□e□n□t□i□f□y□ □a□n□d□ □D□e□s□c□r□i□b□e□ □t□h□e□ □D□e□p□e□n□d□e□n□t□ □V□a□r□i□a□b□l□e□□ □D□o□ □Y□o□u□ □U□n□d□e□r□s□t□a□n□d□ □T□h□e□s□e□ □K□e□y□ □W□o□r□d□s□ □a□n□d□ □P□h□r□a□s□e□s□?□□ □D□o□ □Y□o□u□ □U□n□d□e□r□s□t□a□n□d□ □T□h□e□s□e□ □F□o□r□m□u□l□a□s□?□□ □Q□u□i□z□ □T□i□m□e□!□□ □3□.□ □M□e□a□s□u□r□e□s□ □o□f□ □D□i□s□p□e□r□s□i□o□n□ □a□n□d□ □M□e□a□s□u□r□e□s□ □o□f□ □R□e□l□a□t□i□v□e□ □S□t□a□n□d□i□n□g□□ □I□n□t□r□o□d□u□c□t□i□o□n□□ □M□e□a□s□u□r□e□s□ □o□f□ □D□i□s□p□e□r□s□i□o□n□□ □-□ □T□h□e□ □R□a□n□g□e□□ □-□ □T□h□e□ □S□t□a□n□d□a□r□d□ □D□e□v□i□a□t□i□o□n□□ □-□ □T□h□e□ □V□a□r□i□a□n□c□e□□ □M□e□a□s□u□r□e□s□ □o□f□ □R□e□l□a□t□i□v□e□ □S□t□a□n□d□i□n□g□□ □-□ □P□e□r□c□e□n□t□i□l□e□s□□ □-

Read more less

Book SynopsisThis integrative text spotlights what educators need to know about children's cognitive development across grade levels (PreK-12) and content areas. The book provides a concise introduction to developmental neuroscience and theories of learning. Chapters on general cognitive abilities probe such crucial questions as what children are capable of remembering at different ages, what explains differences in effort and persistence, and how intelligence and aptitudes relate to learning. Domain-specific chapters focus on the development of key academic skills in reading, writing, math, science, and history. Multiple influences on academic achievement and motivation are explored, including school, family, cultural, and socioeconomic factors. Each chapter concludes with clear implications for curriculum and instruction.Trade Review"This book is unique. It offers a truly integrative perspective on education and cognitive development. No other book has the combination of depth, breadth, and accessibility. The book would be appropriate for classes in cognitive development, educational psychology, curriculum and instruction, and many more. Byrnes seamlessly crosses levels of analysis, and his discussion of the neural foundations of cognition, development, and education is superb."--David H. Uttal, PhD, School of Education and Social Policy and Department of Psychology, Northwestern University "This book is very successful in providing an accessible, comprehensive developmental understanding of how children learn in general and in specific academic subject areas. Every chapter synthesizes a huge body of educationally relevant work and ends with implications for teachers. The book highlights the large gap between what is known about effective instructional approaches and what actually happens in classrooms, providing direction to stakeholders. It is enjoyable to read. I recommend this book as a text for educational psychology courses and a resource for anyone interested in reducing the achievement gap between low- and high-income students."--Marla R. Brassard, PhD, Professor Emerita of Psychology and Education, Teachers College, Columbia University "As a professor, one of the most challenging courses in a teacher certification program is the required psychology course. Students come with a strong goal in mind--to learn how to teach--and they are not very interested in isolated psychology theories. This book presents the major psychology theories and concepts, explains which ones are currently accepted and why, and, most important, provides a direct connection to the practice of teaching. It is easy to read and understand. I wish this text had been available when I was teaching this course!"--Mitchell Rabinowitz, PhD, Graduate School of Education, Fordham University-Table of ContentsI. Foundations 1. Introductory Issues 2. Brain Development and Cognitive Neuroscience II. Domain-General Theories of Cognitive Skills and Motivation 3. Domain-General Theories of Learning 4. Memory Development 5. The Nature and Development of Motivation 6. Executive Function and Self-Regulation 7. The Development of Intelligence, Aptitude, and Expertise 8. The Development of Spoken Language Competence III. Domain-Specific Academic Skills 9. The Development of Beginning Reading Skills 10. The Development of Reading Comprehension Skills 11. The Development of Writing Skills 12. The Development of Mathematical Competence 13. The Development of Scientific Reasoning Skills 14. The Development of Historical Understanding IV. Conclusions 15. Putting It All Together: An Opportunity−Propensity Model of Achievement References Index

Read more less

Book SynopsisMuch applied research takes place as if complex social problems--and evaluations of interventions to address them--can be dealt with in a purely technical way. In contrast, this groundbreaking book offers an alternative approach that incorporates sustained, systematic reflection about researchers' values, what values research promotes, how decisions about what to value are made and by whom, and how judging the value of social interventions takes place. The authors offer practical and conceptual guidance to help researchers engage meaningfully with value conflicts and refine their capacity to engage in deliberative argumentation. Pedagogical features include a detailed evaluation case, Bridge to Practice exercises and annotated resources in most chapters, and an end-of-book glossary. Winner (Third Place)--American Journal of Nursing Book of the Year Award, Community/Public Health CategoryTrade Review"It is not hyperbolic to call this book one of the most important contributions to the evaluation and social science research literature in the last decade. It offers the perfect antidote to the pervasive and fallacious ‘valuphobia’ that has gripped the field. Especially in this era of post-truth and alternative facts, social scientists have a paramount responsibility to deeply and thoughtfully engage with how they inevitably make value judgments, and how to do so well. Presenting an alternative framing of evaluation as an activity that deliberatively develops value rather than just determining it, this is an important guide for researchers who aspire to reflect the ethical and public responsibility of this work. It would be appropriate as one of a few core texts for advanced graduate courses on evaluation, policy analysis, and social science research methodology."--Thomas G. Archibald, PhD, Department of Agricultural, Leadership, and Community Education, Virginia Tech “There is a great deal to love about this thought-provoking book. Schwandt is our most important contemporary philosopher of evaluation. He is precisely the right scholar to further advance thinking on values determination and valuing. It is wonderful to see him thread his ideas on evaluation as a moral practice with Gates’s arguments for using diverse systems frameworks to grapple with competing conceptions of social problems and solutions. The book will push the evaluation field to new ways of thinking about values, valuing, and practice. I am eager to have it on my bookshelf and use it with my students. The goals for evaluation practice laid out in the book are inspiring. I look forward to reading it again and again."--Robin Lin Miller, PhD, Department of Psychology, Michigan State University "This book presents a compelling case for reconceptualizing the role of evaluation and evaluators in a world beset by 'wicked' problems. To what extent should evaluators function explicitly as moral agents and social critics? The perspective taken by the authors is provocative and powerful, and their analysis deserves to be widely read in the field."--Michael Morris, PhD, Department of Psychology (Emeritus), University of New Haven "An extraordinary achievement. This book elegantly targets the barriers posed by outmoded beliefs about what constitutes reliable evidence for social interventions. Rich in insight, the book shows that the work of tomorrow’s social changemakers cannot be understood by dividing complex initiatives into isolated, value-free parts. Schwandt and Gates offer both a clear theoretical frame and real-world examples that will enable stakeholders to support more ambitious initiatives to significantly improve lives."--Lisbeth B. Schorr, Senior Fellow, Center for the Study of Social Policy "The field has sorely needed this book. I am now reading it for the second time and have made it required reading for all of my students!”--Chris L. S. Coryn, PhD, Director, Interdisciplinary PhD in Evaluation, Western Michigan University-Evaluating and Valuing in Social Research presents a sustained reflection on evaluation practice by renowned evaluation professionals Thomas Schwandt and Emily Gates. The book represents a thorough rethinking of evaluation from the ground up. Not just a critique, however, it also presents recommendations aimed at enriching and amplifying the professional practice of evaluation….It is not just that a new frame is emerging; a new frame should emerge. The authors mount a powerful case to support its adoption….The authors argue that the foundations of evaluation practice must be rethought if the profession is to meet the challenges of our time….For those who think evaluation practice would benefit from a thorough critique of its fundamental assumptions, this text is indispensable.--Canadian Journal of Program Evaluation, 06/01/2023Table of Contents1. Expanding the Conversation on Research Ethics 2. From Value Neutrality to Morally Informed Research 3. The Conventional Frame for Evaluating Social Interventions 4. Expanding the Conventional Frame for Evaluating 5. An Emerging Alternative Frame for Evaluating 6. Evaluating as a Multifaceted Investigation of Value 7. Valuing, Evaluating and Professional Responsibility Glossary References

Read more less

Book SynopsisBringing together prominent scholars, this authoritative volume considers the development of personality at multiple levels--from the neuroscience of dispositional traits to the cultural shaping of life stories. Illustrated with case studies and concrete examples, the Handbook integrates areas of research that have often remained disparate. It offers a lifespan perspective on the many factors that influence each individual's psychological makeup and examines the interface of personality development with health, psychopathology, relationships, and the family. Contributors provide broad-based, up-to-date reviews of theories, empirical findings, methodological innovations, and emerging trends. See also the authored volume The Art and Science of Personality Development, by Dan P. McAdams.Trade Review"This extraordinary volume is likely to become the seminal resource on personality development. The diversity represented is truly amazing--an international group of junior and senior scholars present the best science the field has to offer, from a host of different perspectives. The content is both deep and broad, including in-depth treatments of personality traits and motivation, personological inquiries, neuroscientific and genetic approaches, and longitudinal research. The extremely well-written chapters consistently feature vivid and accessible examples. I cannot imagine a scholar of personality science who would not view this handbook as required reading."--Laura A. King, PhD, Curators’ Distinguished Professor of Psychological Sciences, University of Missouri–Columbia "What a useful, ambitious, and virtually unique volume, arriving at a perfect time! The editors have recruited leading researchers across a wide array of areas to provide focused, integrative chapters on topics including genetic influences on personality development; relational, familial, and cultural contexts; the role of religion and spirituality; and the construction of life narratives. Researchers, as well as instructors at all levels, will find this volume extremely helpful in bringing them up to speed on areas they do not know well, and updating them in areas where they already have expertise. Constructing syllabi for units in courses--or for entire seminars--will be much easier with the arrival of this resource. Contributors resist the urge to tell tidy stories as they confront ongoing controversies, theoretical conundrums, and gaps in our knowledge. This makes the chapters especially useful for stimulating critical thinking and discussion in upper-level undergraduate and graduate seminars."--Julie K. Norem, PhD, Margaret Hamm Professor of Psychology, Wellesley College "This handbook, judiciously edited by three of the leading scholars on personality development, marks a significant advance in our understanding of personality psychology. It makes clear that personality cannot be fully understood without simultaneously considering developmental trajectories. As someone passionate about crystal-clear and concept-based communication of psychology research, I am thrilled to see the thoughtful, well-structured expositions and the extensive use of potent examples and case studies. The book well captures the nuances of modern personality concepts and could be profitably read by anyone--student or scholar--seriously interested in personality."--Howard S. Friedman, PhD, Distinguished Professor in the Department of Psychology, University of California, Riverside "It was not long ago that 'personality development' sounded like an oxymoron--but how things have changed! Personality development is an exciting, rapidly developing area, and this handbook presents the latest theories and findings from a 'who's who' of researchers. The Handbook moves beyond simplistic dichotomies to present a contemporary perspective on how biology and social experience work together, how there can be both stability and change in personality, and much more. This is an excellent text for a graduate seminar or an advanced undergraduate class, as well as a reference for researchers."--Sanjay Srivastava, PhD, Department of Psychology, University of Oregon "This handbook arrives at an exciting time of synthesis and growth in the study of personality development. Advances in developmental systems theory, evolutionary biology, epigenetics, neuroscience, and methodologies for assessing and analyzing data at multiple levels of analysis are driving new efforts to address age-old questions about continuities and change in human lives through time. The distinguished editors have assembled a remarkable array of authors to provide a comprehensive, authoritative overview of contemporary theory and evidence on personality development. The chapters synthesize key data with clarity and insight, while interweaving stories of real individuals that bring the data to life. This engaging handbook is an excellent resource for scholars at all levels."--Ann S. Masten, PhD, Regents Professor of Child Development, University of Minnesota Twin Cities "Personality development is a diverse and active field, encompassing a bewildering range of content. Fortunately for students and scholars, McAdams, Shiner, and Tackett have done a masterful job at assembling truly comprehensive summaries of the literature. All the important topics and levels of inquiry--from basic neuroscience all the way through culture and society--are covered in contributions from key figures in the field. This handbook is a 'must have' for anyone interested in personality and how it develops."--Robert F. Krueger, PhD, Distinguished McKnight University Professor, Department of Psychology, University of Minnesota "It is very rare that a single edited volume has the potential to shape an entire scientific field--but the Handbook of Personality Development has achieved that extraordinary feat. In a readable and brilliantly integrated manner, it illustrates how personality development can be understood through a three-part conceptual framework. From a biological foundation of traits and temperament, we derive motives, goals, and defenses in response to social interaction. Slowly, we become the authors of our evolving narrative identity. Each chapter illustrates original research that provides nuance and depth to this framework. This book is for everyone--scholars, graduate students, and undergraduates. It will be the go-to reference on personality development for years to come."--Jefferson A. Singer, PhD, Dean of the College and Faulk Foundation Professor of Psychology, Connecticut College -The Handbook of Personality Development is a must-read for personality psychologists and those hoping to teach an advanced course on personality….The work balances theory and research with practical applications, including an informative section on life stories and the search for meaning….This volume would work wonderfully for an advanced course or a graduate seminar.--Choice Reviews, 09/02/2019Table of ContentsI. Personality Development and Human Nature 1. The Emergence of Personality, Dan P. McAdams 2. The Evolutionary Context of Personality Development, Marco Del Giudice 3. Theoretical Concepts in the Genetics of Personality Development, Elliot M. Tucker-Drob & Daniel A. Briley 4. The Development of a Person: A Relational–Developmental Systems Perspective, Richard M. Lerner & Jacqueline V. Lerner II. Social Actors: From Temperament to Personality Traits 5. Personality Neuroscience: A Developmental Perspective, Colin G. DeYoung & Timothy A. Allen 6. Emotion Reactivity and Regulation: A Developmental Model of Links between Temperament and Personality, Kristin A. Buss, Koraly Pérez-Edgar, Alicia Vallorani, & Berenice Anaya 7. Extraversion: Description, Development, and Mechanisms, Luke D. Smillie, Margaret L. Kern, & Mirko Uljarevic 8. Negative Emotionality and Neuroticism from Childhood through Adulthood: A Lifespan Perspective, Rebecca L. Shiner 9. Lifespan Development of Conscientiousness, Joshua J. Jackson & Patrick Hill 10. Agreeableness, Jennifer L. Tackett, Maciel Hernández, & Nancy Eisenberg 11. The Structure, Measurement, and Development of Openness to Experience across Adulthood, Ted Schwaba 12. Temperament and Personality Trait Development in the Family: Interactions and Transactions with Parenting from Infancy through Adolescence, Liliana J. Lengua, Maria A. Gartstein, & Peter Prinzie 13. Culture, Context, and the Development of Traits, Helena R. Slobodskaya 14. Stability and Change in Personality Traits over the Lifespan, Wiebke Bleidorn & Christopher J. Hopwood III. Motivated Agents: The Development of Goals and Values 15. Attachment and Social Development within a Life-History Perspective, Jeffry A. Simpson & Rachel E. Jones 16. Needs, Motives, and Personality Development: Unanswered Questions and Exciting Potentials, Kennon M. Sheldon & Julia Schüler 17. Achievement Strivings: Motives and Goals that Promote Competence, Amanda M. Durik & K. Ann Renninger 18. Personality Development in Adulthood: A Goal Perspective, Alexandra M. Freund, Christopher M. Napolitano, & Joshua L. Rutt 19. Development of Self-Esteem across the Lifespan, Ulrich Orth & Richard W. Robins 20. Moral Development and Moral Values: Evolutionary and Neurobiological Influences, Darcia Narvaez 21. Religion, Spirituality, and the Agential Self, Paul Wink, Michele Dillon, & Dan Farina 22. Culture and the Development of Motives, Values, and Social Selves, Gary S. Gregg IV. Autobiographical Authors: Life Stories and the Search for Meaning 23. Developmental Foundations of the Narrative Author in Early Mother–Child Reminiscing, Robyn Fivush, Elaine Reese, & Jordan A. Booker 24. Narrative Identity in Adolescence and Adulthood: Pathways of Development, Kate C. McLean & Jennifer P. Lilgendahl 25. Narrative Identity Development across the Lifespan and Psychological Well-Being, Jonathan M. Adler 26. Narrative, Identity, and Identity Statuses: Reflections on the Kaleidoscopic Self, Ruthellen Josselson 27. The Dialogic Development of Personality: Narrative, Culture, and the Study of Lives, Phillip L. Hammack & Erin E. Toolis V. Applications and Integrations 28. Personality Development and Health, Sarah E. Hampson 29. The Development of Subjective Well-Being across the Lifespan, Nathan Hudson, Richard E. Lucas, & M. Brent Donnellan 30. Personality Development and Internalizing Psychopathology, C. Emily Durbin 31. Personality Development and Externalizing Psychopathology, Michelle M. Martel, Tess E. Smith, & Christine A. Lee 32. The Development of Personality Disorders, Andrew M. Chanen & Katherine M. Thompson 33. Personality Development and Relationships in Adulthood, Jennifer M. Senia & M. Brent Donnellan

Read more less

Book SynopsisChildren's socialâemotional and self-regulation skills are critical for success in school and, ultimately, in the workplace. How can educators determine the most effective approaches for measuring students' interpersonal competencies? And how can they use the data to improve their own practice? Relevant for school leaders, educators, researchers, and other stakeholders, this book brings together leading experts from multiple disciplines to discuss the current state of measurement and assessment of a broad range of noncognitive skills and present an array of innovative tools. Chapters describe measures targeting the individual student, classroom, whole school, and community; highlight implications for instructional decision making; examine key issues in methodology, practice, and policy; and share examples of systematic school- and districtwide implementation.Trade Review"Jones and colleagues have curated a thought-provoking volume grounded in theory and rigorous scientific methodologies, from long-standing practices in psychoeducational measurement to contemporary approaches that leverage technology, neuroscience, child development, and physiology. Contributors are highly regarded experts in social, emotional, and behavioral assessment. The volume addresses student-level questions along with classroom-, school-, and system-level considerations, including ways to contend with structural inequities. Chapters hold your attention with interesting analogies and authentic case scenarios. This seminal resource for practitioners and researchers alike takes a topic that has too often been an afterthought and ushers it to the fore. I will be using this book with my school psychology graduate students!"--Laura Feuerborn, PhD, NCSP, Professor and Director of School Psychology and Faculty Fellow in Social Emotional Learning, University of Washington Tacoma "The editors and authors of this splendid volume are helping the SEL field chart its course via scientifically rigorous, culturally valid measurement and assessment. How can measuring and assessing children’s noncognitive skills improve teaching and learning? This volume points the way!"--J. Lawrence Aber, PhD, Willner Family Professor of Psychology and Public Policy, Steinhardt School of Culture, Education, and Human Development, and University Professor, New York University "As the saying goes, 'we manage what we measure.' Practitioners have long understood the importance of high-quality, evidence-based, developmentally appropriate, embedded social–emotional learning (SEL), but how we assess our efforts has been challenging. This book lays out in great detail the current state of SEL assessment and identifies vital elements for practitioners to consider. It should be required reading for anyone serious about measuring--and improving--SEL efforts."--Joe Aleardi, Executive Director, Horizons Bridgeport, Bridgeport, Connecticut-Table of ContentsForeword, Timothy P. Shriver Introduction, Stephanie M. Jones, Nonie K. Lesaux, & Sophie P. Barnes I. From Physiology to Character Virtues: Creative, Contextually Relevant Approaches to Capturing Individual Functioning 1. Direct Assessment of Students’ Executive Functions and Motivation in Elementary Classroom Settings, Jelena Obradović & Lily Steyer 2. The Fidget Spinner Effect: Social and Emotional Assessment and the Healthy Evolution of the Social and Emotional Learning Field, Clark McKown 3. Defining and Measuring Young Children’s Social–Emotional Development in Global Contexts, Dana Charles McCoy 4. Stress Physiology in Context: On the Measurement and Meaning of Autonomic Nervous System and Hypothalamic–Pituitary–Adrenal-Axis Functioning, Keira B. Leneman & Daniel Berry 5. Measuring Noncognitive Skills Using Ambulatory Psychophysiology, Oliver Saunders Wilder & Richard Palumbo 6. Conceptualizing and Measuring Character Virtues and Related Attributes Using the Bornstein Specificity Principle: A Relational Developmental Systems-Based Perspective, Paul A. Chase, Dian Yu, Jonathan M. Tirrell, Mary H. Buckingham, Patricia Gansert, Yerin Park, Carolina Goncalves, & Richard M. Lerner II. In the Classroom: Setting- and Behavior-Focused Approaches 7. Behavior and Discipline: Direct Behavioral Indicators for Use in the Classroom, Sandra M. Chafouleas & Amy M. Briesch 8. Using Behavior Incident Data for Program and Classroom Decision Making: Addressing Issues of Equity and Exclusionary Discipline Responses, Lise Fox, Myrna Veguilla, & Mary Louise Hemmeter 9. Defining and Measuring Quality of Early Childhood Education in Low- and Middle-Income Countries, Abbie Raikes 10. Capturing the Social and Emotional Classroom: Using Setting-Level Measures to Drive Improvements in Teaching and Learning, Sophie P. Barnes, Rachel M. Abenavoli, & Stephanie M. Jones III. Population-Level Tools to Guide Practice and Policy 11. Cross-Cutting Issues for Measuring Social–Emotional Competency in Context: General Opportunities and Challenges with an Illustration of the Washoe County School District SEC Assessments, Rachel A. Gordon & Laura A. Davidson 12. Measuring and Monitoring Children’s Social and Emotional Competence and Well-Being in Schools, Families, and Communities at the Population Level: The Middle Years Development Instrument, Kimberly A. Schonert-Reichl IV. Cross-Cutting Methodological and Policy Issues 13. Cross-Cutting Methodological Considerations for Measuring and Assessing Noncognitive Skills, Laura S. Hamilton 14. Thriving Matters: Policies and Assessment That Foster Equity and Thriving, Jessica Newman, David Osher, Deborah Moroney, & Samantha Neiman Index

Read more less

Book SynopsisFrom foremost authority Russell A. Barkley, this book presents essential principles and practices for managing attention-deficit/hyperactivity disorder (ADHD) in children and teens. Barkley interweaves the best scientific knowledge with lessons learned from decades of clinical practice and research. He provides guidelines and clinical tips for conducting thorough, accurate assessments and developing and implementing science-based treatment plans. The book is grounded in Barkley's theory of ADHD as a disorder of executive functioning and self-regulation. Ways to collaborate successfully with parents and other professionals are highlighted throughout. In a convenient large-size format, the volume includes 45 reproducible handouts and forms that can be downloaded and printed for repeated use.Trade Review"Barkley has produced an exceptionally helpful, practitioner-friendly guide, using his career-culminating executive functioning/self-regulation theory of ADHD as the overarching framework. The book is at once deeply conceptual and inherently practical, with a plethora of clinical tips throughout its pages. It will help professionals in multiple disciplines to understand the impairments that so many individuals with ADHD experience across the lifespan, to recognize the huge stakes involved in clinical management, and to administer evidence-based assessment and treatment strategies."--Stephen P. Hinshaw, PhD, Department of Psychology, University of California, Berkeley; Department of Psychiatry and Behavioral Sciences, University of California, San Francisco "Not only is Barkley one of the world’s foremost scientific authorities on ADHD, but he also is a master of translating theory and research into clinical practice. This essential resource for mental health and education professionals presents state-of-the-science information that is directly connected to clear recommendations for diagnosing ADHD and comorbidities, providing parent counseling and behavior management training, and dealing with school and medication issues. Appendices include useful forms and handouts, as well as information on ADHD and health, neurogenetic underpinnings of the disorder, and treatments to avoid. This book needs to be on the desks of all professionals working with children and adolescents with ADHD."--George J. DuPaul, PhD, Department of Education and Human Services, Lehigh University "The book addresses important issues that clinicians face daily, such as how to properly assess and treat ADHD, how to help children and adolescents improve their executive functioning and self-regulation deficits, ways to promote school success, and more. A preeminent scientist, educator, and practitioner, Barkley has drawn on over 50 years of experience to create this sorely needed resource. In addition to timely, pragmatic information, the book provides a wealth of forms, assessment tools, and fact sheets to copy and use with parents and school personnel. Barkley, the ADHD guru, delivers once again!"--Lisa Weyandt, PhD, Director, Interdisciplinary Neuroscience Program, Department of Psychology, University of Rhode Island "Once again, Barkley has produced an exceptional work that is unprecedented in its grounding in established theory and its synthesis of the voluminous literature on ADHD and its treatment. The book translates research into practical guidelines for helping children and adolescents with ADHD at home and school. This book is essential reading for clinicians across disciplines who are treating children and adolescents with ADHD, as well as students preparing to become practitioners in clinic, school, and primary care settings."--Thomas J. Power, PhD, ABPP, Professor of School Psychology in Pediatrics, Psychiatry, and Education, Perelman School of Medicine, University of Pennsylvania-Table of Contents1. ADHD Is Self-Regulation Deficit Disorder: The Importance of Executive Functioning–Self-Regulation Theory in ADHD 2. Principles for Diagnosing ADHD 3. Assessment: The Executive Functioning–Self-Regulation Theory and Clinical Common Sense 4. Diagnosing Comorbidity 5. Talking to Parents about What to Expect 6. Principles and Guidelines for Treating ADHD 7. Parent Counseling and Behavior Management Training 8. School Management of ADHD 9. The Stimulant and Nonstimulant Medications for ADHD 10. Making Medication Decisions and Addressing Special Medication Issues Appendix A. Forms and Handouts Appendix B. ADHD's Impact on Health Appendix C. Neurogenetics and ADHD Appendix D. Clinician Beware: Unproven and Disproven Treatments for ADHD Bibliography Index

Read more less

Book SynopsisA friendly, straightforward guide that does not assume knowledge of programming, this book helps new R users hit the ground running. Eric L. Einspruch provides an overview of the software and shows how to download and install R, RStudio, and R packages. Featuring example code, screenshots, tips, learning exercises, and worked-through examples of statistical techniques, the book demonstrates the capabilities and nuances of these powerful free statistical analysis and data visualization tools. Fundamental aspects of data wrangling, analysis, visualization, and reporting are introduced, using both Base R and Tidyverse approaches. Einspruch emphasizes processes that support research reproducibility, such as use of comments to document R code and use of R Markdown capabilities. The book also helps readers navigate the vast array of R resources available to further develop their skills.Trade Review"The uniqueness of this book is that it seems to understand how a broad set of individuals might come to learning R. Most books on the topic are written for computer programmers (computer science majors, computational biologists), or at least for people with some programming experience. This text takes the reader through the R environment in a manner that does not presuppose programming experience, making it a true (and effective) introductory guide."--Charlotte Tate, PhD, Department of Psychology, San Francisco State University "I will use this book as a researcher and will recommend it to students and colleagues. The author provides easy-to-follow steps and screenshots to help users get started with R and to perform many common statistical analyses. The example datasets are useful, as are the explanations of the output. This book is practical, helpful, and timely."--Julie Combs, EdD, Department of Educational Leadership, Sam Houston State University "This is a very useful book for faculty, undergraduates, or graduate students who are interested in learning R. Einspruch does a great job of describing the many different 'data-cleaning' tasks that are often required prior to more complex analyses. I also like the instructions for producing R Markdown files. I will definitely consider using this book as a supplementary text for my undergraduate Introduction to Statistics course."--Katerina M. Marcoulides, PhD, Department of Psychology, University of Minnesota "This text provides a basic introduction to R and its use in statistical analyses. It demonstrates Base R, RStudio, and Tidyverse, and walks the reader through using ggplot. I suggest this as a basic text for anyone using R in undergraduate or graduate courses, specifically for students who are not familiar with R. It will also be helpful to practitioners who want to understand and begin to use R in their work."--Darlene Russ-Eft, PhD, College of Education (Emeritus), Oregon State University; clinical faculty, Department of Technology Leadership and Innovation, Purdue University "The book is a handy resource for learning and using R effectively, and for teaching statistics with free software. Given the no-cost software, students are more likely to use R beyond the formal program of study."--Michele A. Parker, PhD, Department of Educational Leadership, University of North Carolina at Wilmington-Table of Contents1. Introduction - Purpose of This Book - What You Will be Able to Do after Reading This Book - Whom This Book Is For - Approach 2. Getting Started - Download and Install R - Download and Install RStudio - RStudio Fundamentals - Download, Install, and Load R Packages - Read Data into R - Write Data Files - Entering Data via Inline Code - Cleaning Variable Names - Clearing the Console - Clearing the Environment - Some Thoughts on Debugging R Code 3. Data Wrangling - Example Data - The Pipe - Select Variables - Select Cases - Missing Data (Part I) - Recode Variables - Arithmetic and Logical Operators - Missing Data (Part II) - Identify and Change Variable Types - Change Factor Value Labels - Join Data Frames - Aggregate (Summarize) Data - Wide and Long Data Formats 4. Descriptive Statistics, t-Tests, One-Way ANOVA, and Chi-Square Test - Descriptive Statistics - t-Tests - One-Way ANOVA - Crosstabulation 5. Factorial ANOVA, Repeated-Measures ANOVA, Correlation, and Regression - Factorial ANOVA - Repeated-Measures ANOVA - Correlation - Regression 6. Data Visualization - Layered Grammar of Graphics - Bar Chart - Boxplot - Line Graph - Scatterplot - Regression Diagnostics - Saving a Chart 7. R Markdown - Markdown Template - Working in Markdown 8. Functions 9. Next Steps - Finding Help - Learn More about R and R Programming - Community - Learn More about Statistics - Updating R, R Packages, and RStudio 10. Conclusion Appendix A. R Data Structures Appendix B. Suggested Answers to Exercises References Index

Read more less

Book SynopsisA friendly, straightforward guide that does not assume knowledge of programming, this book helps new R users hit the ground running. Eric L. Einspruch provides an overview of the software and shows how to download and install R, RStudio, and R packages. Featuring example code, screenshots, tips, learning exercises, and worked-through examples of statistical techniques, the book demonstrates the capabilities and nuances of these powerful free statistical analysis and data visualization tools. Fundamental aspects of data wrangling, analysis, visualization, and reporting are introduced, using both Base R and Tidyverse approaches. Einspruch emphasizes processes that support research reproducibility, such as use of comments to document R code and use of R Markdown capabilities. The book also helps readers navigate the vast array of R resources available to further develop their skills.Trade Review"The uniqueness of this book is that it seems to understand how a broad set of individuals might come to learning R. Most books on the topic are written for computer programmers (computer science majors, computational biologists), or at least for people with some programming experience. This text takes the reader through the R environment in a manner that does not presuppose programming experience, making it a true (and effective) introductory guide."--Charlotte Tate, PhD, Department of Psychology, San Francisco State University "I will use this book as a researcher and will recommend it to students and colleagues. The author provides easy-to-follow steps and screenshots to help users get started with R and to perform many common statistical analyses. The example datasets are useful, as are the explanations of the output. This book is practical, helpful, and timely."--Julie Combs, EdD, Department of Educational Leadership, Sam Houston State University "This is a very useful book for faculty, undergraduates, or graduate students who are interested in learning R. Einspruch does a great job of describing the many different 'data-cleaning' tasks that are often required prior to more complex analyses. I also like the instructions for producing R Markdown files. I will definitely consider using this book as a supplementary text for my undergraduate Introduction to Statistics course."--Katerina M. Marcoulides, PhD, Department of Psychology, University of Minnesota "This text provides a basic introduction to R and its use in statistical analyses. It demonstrates Base R, RStudio, and Tidyverse, and walks the reader through using ggplot. I suggest this as a basic text for anyone using R in undergraduate or graduate courses, specifically for students who are not familiar with R. It will also be helpful to practitioners who want to understand and begin to use R in their work."--Darlene Russ-Eft, PhD, College of Education (Emeritus), Oregon State University; clinical faculty, Department of Technology Leadership and Innovation, Purdue University "The book is a handy resource for learning and using R effectively, and for teaching statistics with free software. Given the no-cost software, students are more likely to use R beyond the formal program of study."--Michele A. Parker, PhD, Department of Educational Leadership, University of North Carolina at Wilmington-Table of Contents1. Introduction - Purpose of This Book - What You Will be Able to Do after Reading This Book - Whom This Book Is For - Approach 2. Getting Started - Download and Install R - Download and Install RStudio - RStudio Fundamentals - Download, Install, and Load R Packages - Read Data into R - Write Data Files - Entering Data via Inline Code - Cleaning Variable Names - Clearing the Console - Clearing the Environment - Some Thoughts on Debugging R Code 3. Data Wrangling - Example Data - The Pipe - Select Variables - Select Cases - Missing Data (Part I) - Recode Variables - Arithmetic and Logical Operators - Missing Data (Part II) - Identify and Change Variable Types - Change Factor Value Labels - Join Data Frames - Aggregate (Summarize) Data - Wide and Long Data Formats 4. Descriptive Statistics, t-Tests, One-Way ANOVA, and Chi-Square Test - Descriptive Statistics - t-Tests - One-Way ANOVA - Crosstabulation 5. Factorial ANOVA, Repeated-Measures ANOVA, Correlation, and Regression - Factorial ANOVA - Repeated-Measures ANOVA - Correlation - Regression 6. Data Visualization - Layered Grammar of Graphics - Bar Chart - Boxplot - Line Graph - Scatterplot - Regression Diagnostics - Saving a Chart 7. R Markdown - Markdown Template - Working in Markdown 8. Functions 9. Next Steps - Finding Help - Learn More about R and R Programming - Community - Learn More about Statistics - Updating R, R Packages, and RStudio 10. Conclusion Appendix A. R Data Structures Appendix B. Suggested Answers to Exercises References Index

Read more less

Book SynopsisFrom Patricia Leavy, a leader in arts-based research, this is the first comprehensive guide to what social fiction is and how to write it. In an engaging, personal tone, Leavy explores the unique contribution that creative writing--such as novels, series, and short stories--can make to addressing qualitative research questions. In-depth discussions of narrative models (such as the three-act structure) and elements (such as plot, metaphor, dialogue) are accompanied by excerpts from Leavy's published fiction, reflections on the writing process, and technical suggestions. The book offers evaluation criteria for social fiction as well as practical publishing advice. Instructive features include tip bubbles with additional writing hints, end-of-chapter Skill-Building and Rethink Your Research exercises, and an appendix with suggested readings.Trade Review"Everything you need to know to write social fiction is in this book. One of the best-written methods books I have ever read, it is accessible, clear, and detailed. The examples demonstrate the fiction concepts, and the pedagogical elements provide valuable advice and questions to think about in order to get a writing project started."--Sandra L. Faulkner, PhD, School of Media and Communication, Bowling Green State University "Leavy does a wonderful job of introducing social fiction. The flow and style are confident and easy. There are humorous sections that keep the reader engaged in a way that is often missing in dry academic research methods texts.”—Kenya E. Wolff, PhD, Department of Teacher Education, University of Mississippi "This book is excellent at explaining both the theory behind fiction as method and the practical 'how-tos' of doing it well. The exemplars from Leavy's own novels are instructive. Leavy's reflections on how she writes—how fiction is structured, what's going on behind the scenes—are so helpful. This book will be especially valuable for students coming from disciplines where fiction is not normally used, but where it could serve to make research accessible to a broader audience. I will use it in my own class."—Jessica Smartt Gullion, PhD, Department of Sociology, Texas Woman’s University "This text would be great as either a supplemental text or central text for any course exploring truth and fiction. It is especially powerful for thinking about truth in inquiry. This book resonates well with our work through the Feminist Research Collective."--Barbara Dennis, PhD, Department of Counseling and Educational Psychology, Indiana University-Table of Contents1. Writing as Inquiry 2. Historical and Contemporary Context for Social Fiction 3. The Method: How to Write Social Fiction 4. Traditional Three-Act Structures 5. Sequels: More on Traditional Three-Act Structures 6. Series and Open Form Structures 7. Alternative Structures 8. Short Stories 9. Practical Advice for Publishing and Evaluating Social Fiction Appendix. Recommended Reading References Index

Read more less

Book SynopsisWritten expressly for non-neuropsychologists, this book offers a concise, friendly introduction to the developing brain and its functions. Stephen R. Hooper renders complex concepts accessible as he describes the structure of the brain and the workings of the nervous system. The book explains how findings from neuropsychological assessments can help educators and clinicians to better understand and remediate children's difficulties. A range of neurodevelopmental and medical conditions that affect learning and behavior from early childhood through adolescence are explored through a neuropsychological lens. Helpful features include key Take-Home Points distilled from the chapters and recommended print and online resources.Trade Review​"Will become the standard go-to text for those seeking a basic understanding of children and adolescents who experience neurologically based challenges. This book provides an easy-to-follow primer on how the brain works, develops, and is affected by different types of damage, as well as how to address such challenges through effective assessment and evidence-based practices. It is a 'must-have' resource for teachers, clinicians, and allied health personnel, and a text that all special education teachers and those preparing to teach should count among their most valuable tools."--Steve Graham, EdD, Regents and Warner Professor, Mary Lou Fulton Teachers College, Arizona State University "This book offers an easily accessible, straightforward overview of the rapidly developing field of child neuropsychology, and shows how to use insights from the field in work with children and their families. Clear, insightful and comprehensive, the book interweaves science and practice for a wide range of professionals who may not have in-depth knowledge of biology and neuroscience. It provides the reader a solid framework for understanding the connections between case conceptualization and intervention for children with neurologically based challenges. Hooper is wonderfully skilled at conveying sophisticated concepts in a very relatable manner! I envision this book being used in graduate-level courses in clinical psychology, school psychology, social work, and counseling."--Kevin M. Antshel, PhD, ABPP, Department of Psychology, Syracuse University "One cannot imagine a more well qualified author than Stephen Hooper as the author of this quite extraordinary book. His clinical work and highly regarded research have contributed to and informed those in the professions of education, pediatrics, psychiatry, and most certainly child neuropsychology. This book presents a clear and coherent picture of child neuropsychology today--particularly for those with little knowledge of this complex field--and is a singular contribution to those who desire to better understand what we know about brain and behavior in children."--from the Foreword by George W. Hynd, PhD, Distinguished Research Professor Emeritus, University of Georgia "Most books that discuss brain development and brain–behavior relationships are intimidating to non-neuropsychologists--this one is not. Hooper succinctly explains how a basic understanding of brain functioning and behavior can enhance knowledge of children's brain-related strengths and weaknesses, improve communication among various child practitioners, and result in more comprehensive treatment approaches. Chapters describe the basic tenets of neuropsychological assessment, the most common childhood disorders and disabilities, and the implementation of educational, behavioral, and medical interventions. Hooper has certainly accomplished his goal of creating a comprehensive text to enhance fundamental knowledge of child neuropsychology."--Nancy Mather, PhD, Professor Emerita of Disability and Psychoeducational Studies, University of Arizona "This superb work extends well beyond childhood exceptionalities to address an impressive breadth of topics, including essential elements of history, neuroanatomy, child development, normal versus abnormal brain function, assessment techniques and approaches, and evidence-based interventions. Hooper presents complex information in an especially meaningful manner. The topics are well chosen, thoughtfully sequenced, and treated in appropriate detail, which renders scaffolded content that is easily understood and integrated. Learning is enhanced by the book's masterful combination of advance organizers, questions, reminders, summarizing key points, and additional online and print resources. Truly an outstanding and rewarding read!"--Bruce A. Bracken, PhD, School of Education (Emeritus), The College of William and Mary-Table of ContentsForeword, George W. Hynd I. Foundations 1. Historical Foundations: How Did Neuropsychology Evolve? 2. The Field of (Child) Neuropsychology: What Is It? Take-Home Points and Resources for Part I II. Development, Structure, and Associated Functions of the Central Nervous System 3. Brain Development 101 4. Brain Structure and Associated Functions Take-Home Points and Resources for Part II III. Neurodiagnostic Procedures and Interventions 5. Pediatric Neuropsychological Assessment 6. The Pediatric Neurological Examination and Associated Neurodiagnostic Procedures 7. Evidence-Based Interventions Take-Home Points and Resources for Part III IV. Childhood Disorders: Briefs 8. Neurodevelopmental Disorders 9. Neuropsychiatric Disorders 10. Genetic and Chromosomal Disorders 11. Neurological Disorders Take-Home Points and Resources for Part IV V. Epilogue 12. What Can I Expect Next? References Index

Read more less

Book SynopsisIs a given treatment, intervention, or program worth it? How can a program do more or better with less? Evaluating the costs of a program can be the missing link between a superficial evaluation and one that will get changes made and funding delivered. In accessible language and without complex formulas, this book provides a roadmap for measuring program costs and outcomes and analyzing cost-effectiveness, cost-benefit, and cost-utility. Also explained are simplified ways to use economic appraisal methodologies--such as net present valuation, internal rate of return computation, and payback period determination--in a cost-inclusive evaluation. Instructive examples span a range of human services, education, and health care contexts. Other evaluator- and student-friendly features include helpful graphics, procedure steps, end-of-chapter discussion questions, a list of acronyms, and a glossary of key terms.Trade Review"In a time of heightened focus on results-driven managerial accountability, this book delves into program costs through a genuinely evaluative lens, strengthening evaluators' understanding of program outcomes and impacts. It takes examination of costs outside the exclusive domain of economists and accountants and explores cost types and dynamics that are seldom considered in decision making. In seemingly effortless prose, the authors provide a straightforward, user-friendly guide for novice to seasoned evaluators. The book elucidates the logic of cost-benefit and cost-effectiveness analysis tools--and, most important, their usefulness in real-world evaluation endeavors."--Mita Marra, PhD, Department of Social Sciences, University of Naples Federico II, Italy; Editor-in-Chief, Evaluation and Program Planning "This is a great book for a graduate evaluation topics course or for practitioners who want to expand their capabilities. Easy to follow, the book takes the reader through the process of cost-inclusive evaluation step by step, as well as discusses the pitfalls.”--Kimberly A. Fredericks, PhD, Dean, School of Management, Russell Sage College “This welcome contribution to the field sheds much-needed light on the importance of measuring a wide range of costs when undertaking evaluations. It presents useful tools that are grounded in key technical processes. Of special note, the authors do a wonderful job in presenting the information in an accessible manner that is anchored in multiple perspectives and in the complex social contexts in which programs operate. The authors’ honest account of the reality that evaluators face is refreshing. By avoiding a strict financialization approach, the book strikes a careful balance between the technical and the human-centered, which helps us move into a more nuanced understanding and practice of cost analysis in evaluation."--Ruby Dagher, PhD, School of International Development and Global Studies, University of Ottawa, Canada-Table of ContentsForeword, Michael Scriven I. The Why, the Types, and the Tools of Cost-Inclusive Evaluation 1. Cost-Inclusive Evaluation 2. Types of Costs and Outcomes That Need to Be Considered in Cost-Inclusive Evaluations 3. Tools for Identifying and Measuring Costs and Outcomes and Other Issues for Consideration II. Adapting Economic Methods to Enhance Cost-Inclusive Evaluation 4. Economic Appraisal Methodologies 5. Considerations When Using Economic Appraisal Methods III. Adapting Concepts and Tools from Accounting to Improve Cost-Inclusive Evaluation 6. Financial Accounting Concepts and Tools 7. Cost and Management Accounting Concepts and Tools IV. Cost-Inclusive Evaluation for the Scientist−Manager−Practitioner 8. Breaking Down Cost by Activity for Better Cost-Inclusive Evaluations 9. Completing the Model with Activity -> Process and Process -> Outcome Analyses List of Abbreviations Glossary References Author Index Subject Index About the Authors

Read more less