Originally written in forty consecutive days of fortunate inspiration, 'What is God?' asks some of the most basic and sobering existential questions of our times. These are the questions to which each of us, as human beings, attempts to attach some meaning during our brief lifetimes: Why believe, and why this or that belief? How are our notions of God used and abused by the religious and scientific mind alike? What motivates the recently popular critiques of religion, and how accurate are they? How can we come to know ourselves as beings who live within a history which is greater than each of us, but still shapes us intimately?
What Works with Children and Adolescents? fulfils the need for a concise, empirically-based study of the types of psychological treatments that may be effective for common psychological problems in childhood and adolescence. Providing a solid foundation for evidence-based practice in the treatment of children and adolescents, the book offers evidence from over 150 rigorously conducted research trials. Examining problems which are of central concern to practising clinicians - including child abuse, enuresis and encopresis, ADHD, childhood conduct problems, adolescent violence, drug abuse, anxiety and depression, anorexia and bulimia nervosa, paediatric pain, and post-divorce adjustment problems - it also highlights priority areas for future research on the treatment of children and adolescents' psychological problems. What Works with Children and Adolescents? complements The Handbook of Child and Adolescent Clinical Psychology (Carr, 2006), and will be valuable to professionals in training.
Becoming someone is a learning process; and what we learn is the new values around which, if we succeed, our lives will come to turn. Agents transform themselves in the process of, for example, becoming parents, embarking on careers, or acquiring a passion for music or politics. How can such activity be rational, if the reason for engaging in the relevant pursuit is only available to the person one will become? How is it psychologically possible to feel the attraction of a form of concern that is not yet one's own? How can the work done to arrive at the finish line be ascribed to one who doesn't (really) know what one is doing, or why one is doing it? In Aspiration, Agnes Callard asserts that these questions belong to the theory of aspiration. Aspirants are motivated by proleptic reasons, acknowledged defective versions of the reasons they expect to eventually grasp. The psychology of such a transformation is marked by intrinsic conflict between their old point of view on value and the one they are trying to acquire. They cannot adjudicate this conflict by deliberating or choosing or deciding-rather, they resolve it by working to see the world in a new way. This work has a teleological structure: by modeling oneself on the person he or she is trying to be, the aspirant brings that person into being. Because it is open to us to engage in an activity of self-creation, we are responsible for having become the kinds of people we are.
This volume, based on an international conference on current research in Stress And Emotion, Covers, In Four Sections, Theoretical Aspects, perception, cognition and emotion, the physiological and biological Concomitants Of Emotion And Type A Behaviour And Emotion.
This volume is presented in four sections based on recent research in the field: the sources of identity, the tie between identity and the social structure, the non-cognitive outcomes - such as emotional - of identity processes, and the idea that individuals have multiple identities. This timely work will be of interest to social psychologists in sociology and psychology, behavioral scientists, and political scientists.
The contributors in this volume cover a range of themes on the subject of hypnosis including individual differences in hypnotic suggestibility, neuropsychological and neurophysiological research and theories, clinical applications, and professional and legal issues.
Physicians are not alone in their concern with stress. Other professionals, such as psychologists and social workers, invoke stress to explain social pathology, for example, alcoholism, suicide, and drug abuse. They are joined by additional individuals in implicating stress in the development of disease. Indeed, conventional wisdom has long noted that to worry, be tense, or take things hard, is to increase one's vulnerability to disease. Sol Levine and Norman A. Scotch argue that whether the focus upon stress is in its origins and its management, or upon its relationship to individual pathology and behavior, it is necessary to appreciate its complexity and its various dimensions. In particular, they discuss and answer the following common questions: To what extent do various work and organizational settings engender stress for various occupants? To what degree does upward and downward social mobility create stress? What are the effects of family disruptions—death, divorce, or desertion—upon the psychological state of the individual? This book presents a clear and comprehensive picture of the phenomena encompassed within the conceptual rubric of stress and to explicate such specific levels or dimensions as the sources of stress, its management, and its consequences. The contributors are top researchers from the fields of sociology, anthropology, psychology, and medicine. They include Sydney H. Croog, Edward Gross, Barbara Snell Dohrenwend, Bruce P. Dohrenwend, Richard S. Lazarus, Andrew Crider, John Cassell, E. Gartly Jaco, James E. Teele, Robert Scott, and Alan Howard. The work concludes with a statement by the editors summarizing the data and themes that are presented throughout the work. This work should be read by all individuals. In particular, it will be invaluable for sociologists, psychologists, and professional social scientists.
This book is open access under a CC BY-NC 2.5 license. This book describes the extensive contributions made toward the advancement of human assessment by scientists from one of the world’s leading research institutions, Educational Testing Service. The book’s four major sections detail research and development in measurement and statistics, education policy analysis and evaluation, scientific psychology, and validity. Many of the developments presented have become de-facto standards in educational and psychological measurement, including in item response theory (IRT), linking and equating, differential item functioning (DIF), and educational surveys like the National Assessment of Educational Progress (NAEP), the Programme of international Student Assessment (PISA), the Progress of International Reading Literacy Study (PIRLS) and the Trends in Mathematics and Science Study (TIMSS). In addition to its comprehensive coverage of contributions to the theory and methodology of educational and psychological measurement and statistics, the book gives significant attention to ETS work in cognitive, personality, developmental, and social psychology, and to education policy analysis and program evaluation. The chapter authors are long-standing experts who provide broad coverage and thoughtful insights that build upon decades of experience in research and best practices for measurement, evaluation, scientific psychology, and education policy analysis. Opening with a chapter on the genesis of ETS and closing with a synthesis of the enormously diverse set of contributions made over its 70-year history, the book is a useful resource for all interested in the improvement of human assessment.
