Review of Relative deprivation and social comparison: The Ontario Symposium, Volume 4.

Reviews the book, Relative deprivation and social comparison: The Ontario Symposium, Volume 4 edited by James M. Olson, C. Peter Herman, and Mark P. Zanna (1986). This volume addresses two very important and interrelated topics in social psychology through a collection of relatively independent papers. Following an introductory chapter, the authors of chapters 2 through 5 discuss various theoretical approaches to the determinants of resentment engendered by relative deprivation and recent research designed to address this theorizing. Then, chapters 6 through 8 discuss recent work on social comparison processes. Finally, chapters 9 through 12 use the concepts of relative deprivation and social comparison to suggest ways to understand four important social issues: minority-majority relations, dissatisfaction in organizational settings, social protest, and tolerance of injustice. All in all, the reviewer highly recommends this book to anyone wishing to update themselves on current research trends in this area. Two of the three sections are excellent and third is of uneven rather than poor quality. Further, the regrettable focus on egotistical rather than fraternal relative deprivation in the social psychology literature is not as prevalent in this book as the reviewer feared it might be. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Brain, environment and social psychology.

Reviews the book, Brain, Environment and Social Psychology by J. K. Chadwick-Jones, I.I. Lenzer, J. A. Darley and K. A. Hill (1979). The best chapter in this book is James Darley's on ethology and animal behaviour. This chapter provides a clear exposition of basic ethological concepts, and some excellent examples of how ethology differs from comparative psychology, and some excellent examples of the interaction of hereditary and environmental factors in the control of animal behaviour. Other relatively strong chapters include Irmingard Lenzer's chapter on human neuropsychology and Kenneth Hill's chapters on social perception and communication in children. The weakest chapters in the book are those by Chadwick-Jones on methods in social psychology (Chapter 5), and language and social behaviour (Chapter 6). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Ecological research with children and families: From concepts to methodology.

Reviews the book, Ecological research with children and families: From concepts to methodology, edited by Alan R. Pence (see record 1988-98395-000). This book had its origin in a workshop at the University of Victoria, British Columbia, and both book and workshop took as their motto Bronfenbrenner's well-known call for an ecological approach to the study of children's development. Although only one study in this collection meets all of Bronfenbrenner's criteria for ecological research (namely Cochran's study of an intervention programme established in collaboration with Bronfenbrenner himself), all of the chapters convey a sense of the authors' strong social conscience and manifest concern with malfunctioning families--the human ecology gone awry. Their emphasis is on interventions with or on behalf of such families and on adverse contextual variables that affect child care. Such reports are worthwhile in themselves. But what is notably absent from this round-up of ecological research are investigations of the child's growing up in the family in relation to parents and siblings without any kind of intervention, such as Belsky or Barker has carried out. The book is interesting for another, unexpected reason: It shows how "ecological" research has been misunderstood by some and has been equated with "phenomenological, holistic, not objective, qualitative, uncontrolled" research. Bronfenbrenner, in a very perceptive Foreword, points this out diplomatically, attributing the misunderstanding to a one-sided emphasis in his original work on the importance of studying the way the environment is perceived by the participant in the research, that is, the meaning it has for him or her. Overall, The book is a worthy endeavour to bring together diverse approaches to social engineering and to examine the reception they were accorded by the targeted beneficiaries and by the community at large. Of the eight chapters reporting actual or proposed investigations, five are of Canadian origin. At times the chapters tantalize us with their promise of future achievements or with incomplete reporting of past achievements. But the work made interesting reading for me and will do so for many social scientists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Learning About Learning Disabilities, Third Edition.

This article reviews the book, "Learning about Learning Disabilities, Third Edition" (see record 2004-21912-000), edited by Bernice Wong. This book is comprised of a selection of chapters authored by well-known authors in the field of learning disabilities. The book was developed for use with advanced undergraduate and graduate students with the intent to provide current information soundly based in research in the field. The chapters in the book are organized into three thematic sections. The first section deals with conceptual, historical, and research aspects of learning disabilities. The second section comprises chapters on reading comprehension, writing, math, social competence, strategy instruction, working with adolescents, issues in service delivery, and developing communities of practice. The third section focuses on a life span approach to learning disabilities. This book does what it purports to do. This is a well put together selection of readings. It may not be appropriate for advanced undergraduate students with no previous background knowledge or experience with learning disabilities due to the level of the book. The information provided in each chapter is current and soundly based in research. In addition to the research presented, the majority of the chapters also include practical implications of the research to teaching settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Altruism and Helping Behavior: Social, Personality and Developmental Perspectives.

Reviews the book, Altruism and Helping Behavior: Social, Personality and Developmental Perspectives edited by J. Philippe Rushton and Richard M. Sorrentino (1981). The book is divided into seven sections. The first consists of a chapter by the editors which reviews the historical roots of the study of altruistic behaviour. The second part consists of five chapters which examine the development of altruism from a range of perspectives - sociobiological, social learning, and motivational. The third section contains five chapters which review some of the internal mediators posited for prosocial behaviour- role-taking, empathy, personal and social norms, perceptions of justice, and affective arousal. Part four outlines research which bears on individual differences in altruism, with two chapters contributed by the editors. Part five consists of three chapters which review some of the situational constraints on helping behaviour-the inhibitory effects of group size on bystander intervention, the impact of urban density on helping, and the way in which group organization relates to naturalistic helping in children. The sixth section presents two chapters which examine the consequences of helping for both the donors and recipients of help. Finally, part seven consists of a chapter which reviews some of the major themes and issues addressed by the contributors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Evaluation and Criminal Justice Policy.

Reviews the book, Evaluation and Criminal Justice Policy edited by Ronald Roesch and Raymond R. Corrado (1981). Taken as a whole, Evaluation and Criminal Justice Policy provides an interesting introduction to some of the issues in the evaluation of social policy and the creation and implementation of criminal justice policies. Overall, the book is not exactly what I expected. It is not a collection of evaluation studies reported in detail. A reader wishing to learn about the collection and evaluation of data in the area of criminal justice policy is advised to seek elsewhere. The book is, however, interesting reading. Most of the chapters provide informative discussions about the difficulties involved in doing evaluation research, drawing conclusions from such research, and making policy recommendations. Some of the chapters also provide suggestions about how to deal with some of these difficulties. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Applied Social Psychology: Understanding and Addressing Social and Practical Problems.

Reviews the book, Applied Social Psychology: Understanding and Addressing Social and Practical Problems edited by Frank W. Schneider, Jamie A. Gruman, and Larry M. Coutts (see record 2005-02098-000). Though I think the appeal of this text ought to extend well beyond the intended audience, Schneider et al. are marketing their book as an undergraduate level introductory text. It thus contains much of the pedagogy that instructors have come to expect in textbooks. Of course, the typical undergraduate text is written by a single author or group of authors. Schneider et al. opted for a different approach; Theirs is an edited volume, a collection of chapters written by specialists in a wide range of topic areas. Whereas it might have been natural in this case to expect problems with lack of consistency in style, organization, and content across the chapters, I was impressed by the effectiveness with which the editors maintained consistency throughout. One of the main strategies by which they achieved this level of success seems to have been by encouraging authors to use several classic theories and studies, where appropriate, in discussing the content relevant to their own areas of expertise. In total, there are 16 chapters. The first four chapters, which include an introductory chapter and chapters on theory, research methods, and intervention and evaluation, serve largely to set the context for the more focused, topic-driven material that comes later. Because this book is intended as a broad introduction to applied social psychology and because the chapters are rather short in length (20 to 25 pages on average), the coverage within any given chapter is selective rather than comprehensive in nature. I think Applied Social Psychology will make a substantial contribution as an undergraduate text--useful both as an introductory text in courses on applied social psychology and, where time will permit, as a secondary text to complement the main text in introductory or junior graduate-level survey courses on social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of social psychology.

Reviews the book "Handbook of social psychology" (Volumes I and II), edited by G. Lindzey (see record 1955-03817-000). This book is a major attempt to present, summarized in handbook fashion, what is known theoretically, methodologically, and substantively in the area of social psychology. The various chapters include contributions by psychologists, sociologists, anthropologists, and statisticians. Most of the chapters are written carefully and thoughtfully. It is a good and worth-while book to have in print. Many students and research workers will have occasion to refer to it. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social Psychology.

Reviews the book, Social Psychology edited by Daniel Perlman and P. Chris Cozby (1983). The book covers almost all the traditional range of topics, with chapters on research methods, socialization, attitude change (two chapters), attribution, social perception, interpersonal attraction, aggression, helping behaviour, behaviour, interpersonal influence and social exchange (two separate chapters), and group dynamics. This book comes close to being an excellent social psychology text, and if it were judiciously revised, it might rate that evaluation. Many of its chapters are extremely good, and its focus on social problems is an admirable attempt to make social psychology more meaningful and relevant. At present, however, its weaknesses would lead this reviewer to stick with one of the existing texts. While the editors have achieved their goals of bringing social issues into focus and of providing a more eclectic treatment of social psychological research, they have failed with respect to giving adequate attention to the need for diversity in age and backgrounds of people studied, to the need to search for limiting conditions under which relationships hold, and to the need to be sensitive to cultural variation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compte rendu dLes origines sociales et culturelles des troubles psychologiques.

Reviews the book, Les origines sociales et culturelles des troubles psychologiques by Michel Tousignant (1992). The nine chapters of the work cover a vast amount of information. The book discusses the social and cultural origins of psychological disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Les concepts fondamentaux de la psychologie sociale.

Reviews the book, Les concepts fondamentaux de la psychologie sociale by Gustave-Nicolas Fischer (2010). This work is intended as an introduction to social psychology and will be a welcome contribution to the field. It consists of eight chapters presenting various concepts of social psychology, each of which is covered with a level of detail that is appropriate for a text aimed at undergraduate university students. Certainly this text will help meet the need for French-language works in social psychology. Overall, the work is quite successful in achieving its objective, presented in the Foreword, namely to provide readers with a better knowledge of the psychosocial processes at work in the world in which they live. This work, divided into eight chapters, presents the key concepts of social psychology. Definitions, approaches and concepts are clearly stated. Sometimes a critical analysis of a theme is offered, other times not. Few practical applications and examples from everyday life are included. The author does, however, provide a wrap-up question at the end of each chapter, and also a list of supplementary readings. The overall quality of the work is very good and it is well suited to the target population. One weakness, though, is the lack of references to recent studies and texts, the latest being from 2004. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Méthodes de recherche en psychologie.

Reviews the book, Méthodes de recherche en psychologie (2000). The intention, the invoice and the type of language utilized in the method of research in psychology are very pedagogic. This is a handbook of teaching. The 15 chapters have an imposing structure: Setting in situation, Introduction, Headings of the chapter, Summary, Exercises, Specialized bibliography. At the end of the book, a Glossary takes again some principal terms and concepts. The level of the treatment, in general, corresponds to the first university cycle in psychology, just like in the comparable works of Robert (1988) and Bouchard and Cyr (1998). The student who picks up this book will come into contact with many interesting questions about the human sciences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of From research to clinical practice.

Reviews the book, From research to clinical practice, edited by George Stricker and Robert H. Keisner (1985). The intended audience for this edited volume "will probably be practicing psychotherapists...[with] a minimum knowledge of the research area but a ready familiarity with clinical concepts" (p. xv). In addition, the editors suggest to the chapter authors that a successful chapter should provide new meaning for the term "scientist professional" by providing a feedback loop between research and practice. The authors also state that the theoretical focus of this volume is psychodynamic. The book is divided into four areas each preceded by a brief overview. The following areas are covered: Basic issues, social psychology, developmental psychology, and special topics. Overall, I found the chapters to be informative and well written. I think some practitioners may find this book overly academic in tone and may question whether enough of the chapters are sufficiently relevant to busy, practicing clinicians. This is not a book on spotting golden research nuggets between the covers of the volume. Instead, this book requires careful mining of considerable content in order to find sparkling applications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Compte rendu dLa construction du réel chez le psychologue: épistémologie et méthodes en sciences humaines.

Reviews the book, La construction du réel chez le psychologue: épistémologie et méthodes en sciences humaines by Christiane Gillieron (1985). This work of 280 pages is an introductory text including information on epistemology and concepts of the scientific method in psychology and social sciences in general. Its framework of reference is explicitly the genetic epistemology of Piaget, which is found in all its aspects of the strong use of examples resulting from psychology and intelligence and it has a tendency to elaborate on the cognitive aspects of the scientific method. The work is divided in nine chapters gathered in three parts. The three chapters of the first part carry on the postulates and principles of the scientific method. The second part of four chapters examines the technical aspects of research. The last part contains a chapter on the psychology of the experimental situation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The domestic assault of women: Psychological and criminal justice perspectives.

Reviews the book, The domestic assault of women: Psychological and criminal justice perspectives by Donald A. Dutton (1988). This book provides a comprehensive analysis of battered women and their husbands by integrating current theories and research on violence and victimization within a social psychological perspective. The book is divided into seven chapters. The first chapter outlines the current data on the incidence of wife assault and proposes a theoretical framework for understanding the problem. The next two chapters outline the theory and research available on men who assault their partners. Chapter four details the impact of violence on victims and provides some explanations for battered women becoming "prisoners" in their own home. Chapter five details the shortcomings of the criminal justice response to battered women. Chapter six provides some more optimistic information on treatment programs for violent husbands. The book ends with a section on future trends, including current research programs on children who witness violence in their homes. Overall, the book is well written and demonstrates Dutton's excellent analytical skills. He has an ability to integrate diverse theoretical models on family violence with current research studies in the field. His understanding of battered women and their husbands flows dramatically into the dismal record of the criminal justice system in providing a meaningful response to the problem. His analysis of current treatment programs offers some valuable insight to the reader on the most effective strategies for this population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Interpersonal Reconstructive Therapy: Promoting Change in Nonresponders.

Reviews the book, Interpersonal Reconstructive Therapy: Promoting Change in Nonresponders by Lorna Smith Benjamin (see record 2003-02042-000). Lorna Smith Benjamin offers a refreshing and unique treatment approach with this book, for a group of patients who are defined less by a specific diagnosis than by their failure to respond to one or more treatment trials. A master clinician, Benjamin has spent most of her career researching and treating the interpersonal processes of patients with personality disorders and other interpersonal problems. Benjamin is especially impressive when describing the causality of the proposed model and the treatment. Reviews of empirical research are interwoven throughout the middle chapters and are linked smartly to critical treatment issues (e.g., attachment theory, insight, empathy, the therapeutic alliance). Benjamin's own research tool, the Structural Analysis of Social Behavior (SASB), is referred to throughout, but mostly discussed in a single chapter. Those knowledgeable in SASB will immediately recognize it in most of the treatment concepts. Yet those who are not familiar with SASB will have no problem mastering this book, even if they entirely skip the SASB chapter and references. It's hard to imagine many clinicians not advancing their own thinking and practices about working with their most difficult patients by reading this book. Benjamin has advanced the understanding of working with difficult patients to a new level. Regardless of whether this book proves to be superior in clinical trials, Benjamin's unique contribution to thinking about therapy is already a classic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Personality disorders and the Five-Factor Model of personality.

Reviews the book, Personality disorders and the Five-Factor Model of personality, edited by Paul T. Costa Jr. and Thomas A. Widiger (see record 1993-99107-000). This book's value lies in its comprehensive coverage of the links between a particular model of personality dispositions and a wide range of topics relating to personality dysfunctions and disorders. The particular model of personality dispositions is the Five-Factor Model (FFM) developed by Costa and McCrae, and with the exception of a chapter by Millon buried near the end of the book all of the authors explicitly use the FFM as a conceptual framework. The book begins with an introduction by the editors, followed by three chapters of Conceptual Background. Part II includes four chapters of Empirical Research. These first seven chapters will be of interest to scientists interested in personality and psychopathology. The final four chapters, however, are not well integrated with the rest, and thus seem superfluous and out of place. All in all, though, clinicians will find many chapters to mull over, and both scientists and clinicians will applaud the book's value as a resource in the understanding of personality disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)