Review of Creativity: Theories and themes: Research, development, and practice.

Reviews the book, Creativity: Theories and themes: Research, development, and practice by Mark A. Runco (see record 2007-00543-000). This book consists of 11 chapters with the following titles: "Cognition and Creativity," "Developmental Trends and Influences on Creativity," "Biological Perspectives on Creativity," "Health and Clinical Perspectives," "Social, Attributional, and Organizational Perspectives," "Educational Perspectives," "History and Historiometry," "Culture and Creativity," "Personality and Motivation," "Enhancement and the Fulfillment of Potential," and "Conclusion: What Creativity Is and What It Is Not." Beyond this all-encompassing content, the volume is crammed with illustrations and with all those "boxes" that are so characteristic of introductory textbooks in psychology. Each chapter also begins with appropriate quotations and a didactic "Advanced Organizer." Finally, Runco closes with 63 pages of references and a 15-page subject index. The reviewer has one major complaint: Runco seems to have adopted an "open the floodgates" approach that sometimes results in the almost willy nilly insertion of ideas and material. One consequence of this tendency is that the illustrations and boxes are at times less useful than they ought to be. Another repercussion of Runco's leave-nothing-out approach is that it occasionally leads to the presentation of ideas with minimal if any discussion or commentary. The reviewer does assert though, that for someone in the market for a text for use in an introductory creativity course, a book that is wide-ranging and most current, Runco's Creativity is a good choice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Learning and behavior: A contemporary synthesis.

Reviews the book, Learning and behavior: A contemporary synthesis by Mark E. Bouton (see record 2006-21409-000). The reviewer praises the author for creating a student-friendly textbook for an undergraduate course in animal learning that is both comprehensive and current. Bouton presents the major theoretical issues and findings in their historical context. Chapter topics include: (1) adaptation; (2) Pavlovian conditioning; (3) operant conditioning; (4) choice behavior; (5) theories of reinforcement; (6) motivation; (7) cognition; (8) spatial learning; (9) learned helplessness; and (10) superstitious behavior. Bouton comes full circle in the final section, "A cognitive analysis of instrumental action," by describing experimental evidence for the existence of various types of associations (i.e., S-S*, R-S*) that were introduced in the first chapter. The reviewer believes students and instructors alike will enjoy this very readable book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Language, the sexes and society.

Reviews the book, Language, the sexes and society by Philip M. Smith (1985). As with any growing field that encompasses the diversity of orientations characterizing research on sex and language, there is a need periodically to take stock so as to bring a more integrative impulse to the accumulated findings. Philip Smith's recent book provides such an overview and critical evaluation of the current status of sex-language research, an endeavour to which he brings the perspective of a social psychologist. For those interested in a social psychological perspective on sex-language questions, Smith's book provides a very useful evaluation of the state of research in this field and identifies promising directions for future research. Those whose particular interests focus more on women and language or communication within same-sex groups will find little coverage of such topics. However, despite these gaps, the book provides much food for thought and warrants a careful reading by researchers working in the sex-language area. Because of its research emphasis, I feel this book would be most relevant to graduate courses and, in particular, would serve as a valuable source for work in women's studies, sociolinguistics, and social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Work motivation: History, theory, research, and practice.

Reviews the book, Work motivation: History, theory, research, and practice by Gary Latham (see record 2006-11764-000). The reviewer commends Latham for writing an empirically comprehensive and "personal" book on work motivation. Included is a history of work motivation studies throughout the last 100 years, directions for future research, and the author's reflections on what he has learned about the field on his own professional and personal journey through life. The reviewer praises the author's style highly, and recommends this book to all. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Gender and Psychopathology.

Reviews the book, Gender and Psychopathology by Ihsan Al-Issa (Ed.) (1982). The reviewer maintains that this book appears to achieve its aim of providing a comprehensive review of gender-psychopathology relationships. Nevertheless, because the range of convenience of the psychopathology construct has not been clearly delineated, an assessment of the book's comprehensiveness cannot easily be made. Furthermore, the often uncritical acceptance of official figures on rates of psychiatric disorders obscures the social context in which psychiatric labeling takes place. It would seem to this reviewer that data on rates of disorders in men and women need to be understood in terms of both the structural characteristics of the mental health system generating these figures and the formal categories used by mental health workers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Race, evolution, and behaviour: A life history perspective.

Reviews the book, Race, evolution, and behaviour: A life history perspective (2nd special abridged edition) by J. Philippe Rushton (2000). In 1995, Philippe Rushton wrote Race, evolution and behavior, which summarized his ideas about race and racial differences. Rushton assumes that the major racial groupings of humankind represent a deep biological and evolutionary reality, and that there are important racial differences caused by evolutionary differences in reproductive strategies. Rushton claims that Blacks are less intelligent, more sexually precocious and promiscuous, less involved in parenting, and more likely to engage in criminal behaviour than "Mongoloids." "Caucasoids" fall between the two other groups in all those characteristics. The book caused considerable controversy. Rushton has defended abridgements of his book as simply providing briefer, more accessible editions of it. Most of the scientific claims made by Rushton, in either the 1995 book or its subsequent revisions, have been roundly criticized, but Rushton continues to present these same claims as if the criticisms did not exist. In many cases, Rushton's review of the evidence is highly selective. Although space precludes examining all of Rushton's claims about racial differences, Rushton hardly provides a balanced scientific account of the evidence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Gender dysphoria: Development, research, management.

Reviews the book, Gender dysphoria: Development, research, management edited by Betty W. Steiner (1985). The term gender dysphoria is attributed to Fisk (1973) and is described in the introductory chapter as a diagnostic label much broader than transsexualism. It refers to those who, "at one time or another, experience sufficient discomfort with their biological sex to form the wish for sex reassignment". However, when one compares the DSM-III definition of transsexualism as "a persistent sense of discomfort and inappropriateness about one's anatomic sex and a persistent wish to be rid of one's genitals and to live as a member of the other sex", one is left bewildered as to how the concept of gender dysphoria is broader than the diagnostic category of transsexualism. One's bewilderment is more likely to wax than wane when, in subsequent chapters (including two by the editor herself), the term gender dysphoria is rejected in favour of such terms as transsexualism, cross-gender identification, gender disorder, and gender-identity disturbance. Even in the final "personal perspective" chapter, the editor asserts that "This book has been an attempt to bring together in a cohesive whole some of the recent work that has been, and continues to be, done in transsexualism and gender identity". The book, however, is not altogether without merit. There are two noteworthy chapters. One is an intriguing, thought-provoking treatise by Hoenig on the aetiology of transsexualism. The other is Zucker's impressive literature review of crossgender-identified children. Those two chapters, interestingly, are alloted one-fourth of the entire book. The remaining thirteen chapters are left to vie for the remaining pages. The disappointments I encountered with this book reminded me of a Bahamian cruise I was recently fortunate enough to enjoy. At one of the midnight buffets I eagerly chose a pastry that looked somewhat like a cream puff. It was not until I bit into it that I discovered it was void of whipping cream. The shell itself was tasty, but I had expected so much more. Perhaps it is appropriate to compare Steiner's volume to a buffet. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Rational emotive behavior therapy: A therapist’s guide.

Reviews the book, Rational emotive behavior therapy: A therapist’s guide by Albert Ellis and Catharine MacLaren (see record 1998-06395-000). In this book, the authors first provide an overview of the history and theory of Rational Emotive Behavior Therapy (REBT). They review the philosophical and personality theory foundations of REBT and outline the theory's explanations of personality disturbance and change. Next, the authors turn to the specific intervention techniques used as part of REBT treatment. They present cognitive, experiential, and behavioral techniques, and include specific case examples of each. Finally, the authors discuss the integration of REBT with other systems of therapy and include an Appendix regarding maintaining and enhancing therapy gains. The strength of the book is in the second set of chapters, which provide an overview of specific therapeutic techniques. These chapters were clear and engaging and offer the therapist-reader concrete strategies which can be easily implemented. The earlier chapters, which provide an overview of the theory of REBT, do not work quite as well as those on treatment techniques. The organization is somewhat confusing and there appears to be some redundancy to the material presented. However, this volume would likely work well as either an introduction to REBT or as a quick, easily readable review for those familiar with the approach. It would also be appropriate for students in clinical training, who will find the hands-on techniques particularly useful. Those who use this book as an introduction to REBT, and who find the approach fits their style and philosophy, will likely want to do more in-depth reading on the subject. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Feminist visions of gender similarities and differences.

Reviews the book, Feminist visions of gender similarities and differences by Meredith M. Kimball (see record 1995-99017-000). One purpose of the author in writing this book is to explore a central schism within feminist psychology, a schism that bifurcates the feminist psychology community. On the one hand, we have the minimalists, those who argue that the differences between the genders are nonexistent or are modest and irrelevant in most contexts. These are the equal-rights feminists, adherents of the similarities school. On the other hand, we find the maximalists who contend that indeed the genders are quite different on many dimensions and that the qualities of women are important, significant and of value. These are the essentialists, disciples of the differences school. In fleshing out the nature of these two perspectives, Professor Kimball observes the extent of the impact of each view in terms of influencing questions asked, methodologies chosen, theories preferred, and political goals articulated. In her typically even-handed treatment of issues, Kimball also presents the deficiencies of each approach. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of clinical behavior therapy with children.

Reviews the book, Handbook of clinical behavior therapy with children edited by Phillip H. Bornstein and Alan E. Kazdin. Bornstein & Kazdin have made a major contribution to clinical psychology by attempting to integrate the latest of behavioral therapies with psychiatric diagnoses. Their stated purposes in producing the edited work are to 1) comprehensively present the current behavioral approaches to treatment with children; 2) critically survey the relevant research; and 3) cover a very wide range of clinical problems. The end product is a work which will be extremely valuable for advanced students of psychology and related disciplines, but it may be of limited use for therapists looking for practical solutions. It reads like a textbook; and, as such, is comprehensive. Nevertheless, for the naive or new professional, there are implicit assumptions about psychiatric diagnoses which could be misleading. In general, the scope of the work is comprehensive and the text is well organized. It should be required reading for clinical students. Yet for those who will actually practice, it should serve as only a starting point, from which the practitioner will have to 1) use creativity in applying results of current research to practical problems; 2) supplement reading with samples of the original research cited as well as more applied works; and 3) be aware of the many conceptual and practical pitfalls of buying into a set of discrete categories with which to view complex individuals and situations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Children's social behavior: Development, assessment, and modification.

Reviews the book, Children's social behavior: Development, assessment, and modification, edited by Phillip S. Strain, Michael M. Guralnick, and Hill M. Walker (1986). This book is an edited collection of 10 well-crafted chapters that review important research in the development, assessment, and modification of children's social behavior. Not only is the topic highly relevant to school psychology, but practitioners will appreciate the fact that the book is comprehensive, current, thoughtfully organized, and concisely written. The volume is organized into three areas of children's social behavior: development, assessment, and modification. Chapters in the first two sections tend to be written from the researcher's perspective, and readers should draw their own implications for practice in the schools. Potential applications are many though, and a careful study of these chapters will lead to a more productive and empirically defensible assessment of social skills in schools. Chapters in the modification section also review research studies but are more pragmatic and reflect the authors' clinical experiences. They provide excellent preparation for any practitioner intending to intervene in children's social development. The issues, resources, and procedures discussed in Children's social behavior can serve as a comprehensive reference for school psychologists whose practice includes the management of social behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Empirical studies of psychoanalytical theories.

Reviews the book, Empirical studies of psychoanalytical theories, volume 1 by Joseph Masling (1983). Many psychoanalytic clinicians are comfortable functioning in the clinical world, using experience-near data. Many others are comfortable in the metapsychological world, using more experience-distant concepts. Some are even able to apply theory to practice, and modify one based on their experience of the other. But the bridge between the two, the middle-level described by Mayman, which represents the empirical joining of the theoretical and clinical, operationalized in the form of research which can inform either the clinical or the theoretical, is an area of lessened comfort for many. It is to this middle-level that Masling's book addresses itself, presenting examples of a wide variety of psychoanalytic research projects. Some are studies of psychoanalytic theory and others of psychoanalytic therapy; some are more empirical and others are more theoretical, some are original and others are reviews of already published material; but all provide an empirical grounding for practice. Stricker reviews the major findings and contributions of each of the seven chapters, and concludes with some general comments about psychoanalytic research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Parent-child interaction therapy.

Reviews the book, Parent-child interaction therapy by Tom L. Hembree-Kigin and Cheryl Bodiford McNeil (see record 1995-98294-000). This book outlines an important, relatively new behavior therapy method with children called Parent-Child Interaction Therapy (PCIT). PCIT is a technique that explicitly aims at developing mutual parent and child skills in an affectionate relationship, while retaining the traditional emphasis upon positive social behaviors and (mostly) noncoercive disciplinary efforts. According to the reviewer, the authors have done a very sound job of producing a helpful manual that points in advance to the resolution of common problems in dealing with behaviorally disturbed children and their parents. Although there are some caveats, this book important contribution to the child treatment literature will be beneficial to psychotherapists of all persuasions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Symptom analysis: A method of brief therapy.

Reviews the book, Symptom analysis: A method of brief therapy by M. Gerald Edelstien (see record 1990-97543-000). This book compares different methods of psychotherapy to find their common thread of effectiveness. According to the reviewer, the author has presented a bold, elegantly simple and quite useful theory. After a discussion of various theories about the origin of psychiatric symptoms and showing how the trauma theory may be seen to underlie various seemingly disparate therapeutic approaches, the author goes on to discuss the general values of brief therapy. Symptom Analysis is a bright book that is full of the author's clinical observations and sometimes challenges so-called "conventional wisdom" without having scientific "hard data" to support its suggestions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A World of Difference: Gender Roles in Perspective.

Reviews the book, A World of Difference: Gender Roles in Perspective by Esther R. Greenglass (1982). In A World of Difference, Esther Greenglass has given us an excellent social-psychological perspective on sex, gender, and sex-role differences. Greenglass clearly analyses current research on these topics with the perspective of the culture in which gender-based behaviour occurs. Equally important, however, is the discussion of the social and cultural context of the research itself. Aside from this important and useful discussion of the research in its social context, there is a very thorough review of contemporary issues relating to gender roles. This is a very readable book for students. The collection of pictures and cartoons depicting contemporary male and female roles illustrates the issues while showing their humorous side. Throughout the book, there are examples of Canadian data and Canadian research which will make the book particularly appealing to those who find that U.S. texts are too chauvinistic about the American experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Women, men, and the psychology of power.

Reviews the book, Women, Men, and the Psychology of Power by Hilary M. Lips (1981). This book is therefore a welcome addition to the literature as it is an integration of gender differences on the one issue of power: it is totally devoted to the analysis of the multiplicity of factors involved in sex differences regarding the achievement of power. Dr. Lips presents her ideas from a dual perspective, that of a feminist and that of a social psychologist. Looking at the issue of power from the first point of view, she not only refers to the fact that women have fewer avenues to power than men do, but she also discusses the ways women cooperate to maintain their subordinate position. At the same time she elucidates the consequences for both sexes as women become more powerful. From the second viewpoint, she maintains that some of the observable differences in personality characteristics between females and males may be a function of structural variables, such as differential power bases, rather than stable inherited traits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)