Review of Psychothérapie cognitive de la dépression, 3e édition.

Reviews the book, Psychothérapie cognitive de la dépression, 3e édition (Cognitive psychotherapy for depression, 3rd edition) by Ivy Marie Blackburn and Jean Cottraux (2008). This third edition of the first French-language book about cognitive psychotherapy for depression permits to immerse the work of professor Beck. This classical work aims to be an excellent introduction, for both mental health professionals who want to extend their horizons and beginner students in psychology and psychiatry who want to be trained in cognitive psychotherapy for depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social psychology (5th edition).

Reviews the book, Social psychology (5th edition) by David O. Sears, Jonathan L. Freedman, and Letitia Anne Peplau (1985). This is the fifth edition of one of the field's most respected introductory texts, originally published in 1970. It continues to offer a scholarly, research-based overview of most areas of social psychology and strikes a reasonably good balance between classic and current contributions to the discipline. Moreover, the book is well-written, engaging, and likely to appeal both to the serious psychology major and to the casual student interested in what social psychology has to say about human affairs. The text is particularly strong in its treatment of research methodology, attitudes, and interpersonal relations. Social Psychology will undoubtedly continue to be one of the more successful texts in the field, and deservedly so. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The psychology of eating & drinking: An introduction, Vol. 2.

Reviews the book, The psychology of eating & drinking: An introduction, Vol. 2 by A. W. Logue (1991). The second edition of The psychology of eating and drinking expands the first by three chapters. These discuss, as the author says, the psychology of eating and drinking as it applies to everyday issues. New topics address female reproduction, cigarette smoking, and cuisine and wine tasting. Following 296 pages of text, the book lists several clinics and self-help agencies dealing with disorders of taste and smell, eating, and alcohol (only one resource offered for alcohol abuse). Also, the book provides chapter-by chapter references as well as name and subject indexes. Furthermore, as the author says, the second edition updates the research-base of the original edition. Logue organizes her book into five parts, each preceded by a précis. The first three parts, which follow an introductory chapter that maps what is to come and that justifies the large number of animal (rat) studies to be presented, describe the basics of eating and drinking. Part One comprises two chapters on starting and stopping eating and drinking. Here, as elsewhere, Logue informs the reader well; by this time, one wants to work through the book. Equally as interesting, Part Two (four chapters) looks at what we select to drink and cat, and why we make such choices. Part Three (one chapter) talks about nutritive and nonnutritive substances. It concerns the interplay of what we eat and what we subsequently do. Part Four (three chapters) gets directly at the clinical issues. It explains and discusses eating disorders (anorexia, bulimia), obesity, and alcoholism. Lastly, Part Five (three chapters) addresses everyday concerns. Logue intends that the book be read by lay persons and psychologists, but I doubt that those devoid of psychology background will fully appreciate all she has to say. She also intends that the reader will come away from the book appreciating the value of the scientific method in phrasing and answering questions about why we do what we do. Here Logue clearly achieves her goal, for the reader cannot help but see what scientific thinking can bring to the understanding of the psychology of eating and drinking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Textbook of psychology (fourth edition).

Reviews the book, Textbook of psychology (fourth edition) by Donald O. Hebb and Don Donderi (see record 1987-97530-000). Before his death in August 1985, Hebb presided over a new revision of his classic introductory psychology text. The third edition of Hebb's book was published by W. B. Saunders in 1972, and more than one attempt had since been made to get a fourth edition published. With the help of D. C. Donderi, this new edition is now in print. This edition is largely an expansion and updating of the 1972 edition. The same topics are treated in the same order as before, but with frequent editing and with more recent material now included. For readers unfamiliar with Hebb's textbooks, they define psychology as the study of behaviour, and behaviour is seen as the product of brain activity. Brain activity in turn is understood by reference to Hebb's concept of the cell assembly. This Hebb and Donderi text is one of the few introductory psychology textbooks that employs a personal perspective on Psychology, and unifies the teaching of that topic by continued reference to one major theoretical concept. There is nowhere in their text any discussion of existing data or theory which might be thought to be incompatible with cell assembly theory. Nor is there any discussion of possible limits to the generalization or the operationalization of the cell assembly idea. Their text does tell students that theories do not last, and that enduring truths are not to be expected in science. Yet students are left with the strong impression that it is very unlikely the basic premises of cell assembly thinking will ever in the future be changed more than slightly. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of cognitive behavioural therapies.

Reviews the book, Handbook of cognitive behavioural therapies edited by Keith S. Dobson (1989). This book is not what I would normally consider a handbook, lacking the breadth I expect in such a book. It is, rather, an edited text with a number of interesting articles that would be most useful for covering approaches in a course on psychotherapy and behaviour change. These include a good chapter on cognitive assessment by Segal and Shaw, comprehensive chapters on five different types of cognitive therapy by leading proponents of the approach, plus a chapter on methods with children, and finally a theoretical chapter by Mahoney. There are also helpful introductory and concluding chapters by Dobson. In his concluding chapter on the present and future of the approach, Dobson provides an interesting summary of issues, covering theory growth and revision, cognitive assessment, therapy expansion and evaluation, and the exploration of developmental bases of adult disturbance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Anticipating Trends: Comments on Piagetian Research: A Handbook of Recent Studies by Sohan Modgil.

Reviews the book, Anticipating Trends: Comments on Piagetian Research: A Handbook of Recent Studies by Sohan Modgil (1974). Modgil's book "Piagetian Research" reflects the enormous extent to which American psychology has progressively been influenced by Piagetian theory, as recently as the last ten years. Piagetian concepts have manifested themselves in education (curriculum planning), psychopathology, child rearing practices, philosophy and test construction. Modgil aimed his book at the Piagetian researcher who already has a thorough knowledge of Piaget's theories and of Piaget's importance. It is intended to act as a sort of psychological abstracts of Piagetian research, covering original research between 1965 and December 1972 (there are also some references to research appearing as late as August 1973). As such it is an invaluable reference book. The 12 chapters of the book cover work either in the area of cognitive development or work directly related to Piaget's theory (e.g. chapter 11: Personality, socialization and emotionality related to Piaget's theory). Modgil gives a skimpy review of the range of recent studies at the beginning of each chapter. The bibliography alone (over 1500 references) makes the book a valuable source of information (65% of the references date from 1965 on). The book would appear to be highly useful to the Piagetian researcher who wants to get a quick idea of the relevant literature in his particular area or of related areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive-behavioral therapies for trauma (2nd Edition).

Reviews the book, Cognitive-behavioral therapies for trauma (2nd edition) by Victoria M. Follette and Josef I. Ruzek (see record 2006-02767-000). This humbly titled text actually provides exhaustive coverage of several important trauma-related areas. As suggested by the book cover, this second edition seems to go beyond updated references and leading-edge changes. The book does indeed appear to be a radical revision without departing from the core intent, which was to provide a one-stop shop for practitioners working with trauma survivors. Functioning more as a compendium than a standard text, this book acts as a single resource for post-traumatic stress disorder (PTSD). In appropriate fashion, a historical review serves to contextualize the subsequent sections and associated chapters. The majority of the book is then divided into three sections: Assessment, Interventions, and Specialized Populations and Delivery Considerations. The final chapter serves as direction for the future of applied cognitive behavioural therapy (CBT) in several diverse settings. Overall, the text is a comprehensive desk reference for many practitioners treating PTSD. As noted in this review, some chapters are presented in a manner that is accessible to a broad readership, whereas others are geared more towards the experienced practitioner. Notwithstanding, the sound empirical foundations provided for the assessments, interventions, and tangential issues related to PTSD make this volume a valuable compendium resource for clinicians. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychology applied to human affairs.

Reviews the book "Psychology applied to human affairs," edited by J. Stanley Gray (see record 1954-06668-000). Like its predecessor published in 1946, this revised edition is contributed to by specialists in various fields. While chapter titles and sequence have changed, the only new topical area covered is job evaluation. The literature coverage seems to extend through 1950, judging from end-of-chapter references. This edition, too, is designed as an undergraduate textbook for the second semester course where the curriculum provides a first semester general psychology offering followed by a course in "applied." The book has an admirable continuity and lucidity of style notwithstanding its multiple authorship. Further, pertinent cross-referencing between chapters contributes to the cohesiveness of the subject matter presented. A molar reaction may be of interest. Haven't we grown beyond the single course in applied psychology? What does the undergraduate gain from the cursory, perhaps even perfunctory, ramble which furnishes him nibbles of personal efficiency, psychology of learning, clinical applications, work and efficiency, selling and advertising, etc.? If such a course still has a place in our curriculum Gray's book will structure the trip and furnish a brief view of each station en route. In summary, the book is recommended in undergraduate applied psychology classes who is prepared to supplement it with a structure of underlying theories and principles. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognition must be computational.

Reviews the book, Computation and Cognition: Toward A Foundation for Cognitive Science by Z. W. Pylyshyn (see record 1986-97211-000). The history of science provides many demonstrations of our intellectual debt to our tools: from Descartes forward, psychological theory has depended on metaphors based on the technology of the day. Computers are the currently exciting technology, and, from that fact alone, one might expect a book with the title Computation and Cognition to invite us to reshape psychological theory in image of the digital computer. That message is not what Pylyshyn has to sell. Instead, he examines computation at a theoretical level and shows that it involves three distinct levels of analysis: a physical, a symbolic, and a semantic level. He argues that to understand mental processes, one needs exactly the same three-level analysis, that is, cognition is computational. In spite of the book's faults, my opinion remains firmly positive: Computation and Cognition is an instant classic. It is a book which deserves to have a major influence on the shape of future work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social psychology(4th ed.).

Reviews the book, Social Psychology (4th ed.) by Robert C. Williamson, Paul G. Swingle, and S. Stansfeld Sargent (1982). In an area where there are too many textbooks, the social psychology text by Williamson, Swingle, and Sargent contributes an important alternative to the mass look-a-like introductions to the field. What makes this book different is that it is an integrated work of a sociologist (Williamson) and two psychologists which presents the major concepts and issues in social psychology from both a sociological and a psychological perspective. Most introductions to social psychology are either psychological social psychology or sociological social psychology. The Williamson et al. book, which is in its fourth edition, continues to be an exception to such an insular and incomplete view of social psychology. The book is divided into four parts: the first section presents a discussion of culture and the development of the individual; part two deals with fundamental psychological processes; part three presents basic group processes; and part four is an application of social psychology to a number of social issues. In general, the book provides a good overview of topics, emphasizing the major theories, principles, and research studies on each of the topics. Because of the special nature of this book, it will appeal most to those instructors who wish to present a more balanced introduction to the interdisciplinary field of social psychology, including the developments from both psychology and sociology. It is particularly appropriate for courses which include both sociology and psychology students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Attentional processing: The brain's art of mindfulness.

Reviews the book, Attentional processing: The brain's art of mindfulness by David LaBerge (see record 1995-97550-000). David LaBerge has crafted a book on visual attention that will be accessible and interesting to a broad audience, from students doing their first project in cognitive psychology, to accomplished researchers in the field. The goal of the book is to present a coherent cognitive-neuroscience model of attention - a framework within which one can understand the rich database of findings pertaining to visual attention. In some respects, the book is also an overview and synthesis of LaBerge's own work on spatial attention. The first half of the book covers behavioural investigations; the second half covers cognitive-neuroscience investigations. When most books in psychology are tomes with each chapter written by a different author, it was rewarding to review a scientific book that one could conveniently carry in one's hand, written from cover to cover by one author. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Les troubles anxieux: Approche cognitive et comportementale.

Reviews the book, Les troubles anxieux: Approche cognitive et comportementale by Robert Ladouceur, André Marchand, and Jean-Marie Boisvert (1999). This volume offers an excellent source of information for private practitioners, students, and trainees. After a brief introduction, each chapter describes a particular anxiety disorder and explores the following topics: DSM-IV diagnosis, prevalence and comorbidity, major elements of differential diagnosis, evaluation and instrumental measures, intervention strategies, and future research. Case studies are included. The authors clearly transmit current scientific knowledge on anxiety disorders and therapeutic applications. The cognitive behavioral approach integrates therapeutic strategies with demonstrated effectiveness. Therefore, this book is impossible to circumvent. Any professional who is interested in anxiety disorders should read and re-read this volume. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Issues in preparing an edited volume in psychology.

Discusses the factors that should be considered when preparing to edit a high-quality, scholarly psychology book. The issues discussed include the book editor–publisher relationship, the book editor–chapter contributor relationship, and what makes a good final product. Three laws of editing are offered: (1) conceptualize clearly; (2) edit fiercely; and (3) edit for the reader, not the writer. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Adult development and aging: Biopsychosocial perspectives, third edition.

Reviews the book, Adult development and aging: Biopsychosocial perspectives, third edition by Susan Krauss Whitbourne (2007). The objective of this book is to educate undergraduate students on the aging process and how to age successfully. Each chapter is couched in the biopsychosocial perspective and as such presents an integrated view of the biological, psychological, and sociocultural changes that occur with aging. With this revised third edition, the author had the explicit goal of “engaging students in the learning process.” The revised sections, new research, links to Internet sites, and conversational style in this new edition reflect this goal. From a Canadian perspective, this new edition includes a great deal of current Canadian research in aging, and in general includes more world statistics than the previous edition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social Psychology: An Applied Approach.

Reviews the book, Social Psychology: An Applied Approach by Ronald J. Fisher (1982). In what is probably the first of a new generation of social psychology textbooks, Ronald Fisher has attempted a very ambitious intergration of basic, theoretical and applied social psychology. My overall feeling about the book is very positive, since there is much to recommend in it. Some of the chapters, such as those dealing with social issues and social change, program development and evaluation, and organizational development, are outstanding. They are scholarly, well written and contain information that traditional social psychologists should be aware of but rarely teach. Indeed, these chapters are so comprehensive, that they could serve as good introductions to these topics for graduate students. In addition, while not being a truly "Canadian" textbook, there are considerably more Canadian examples and anecdotes contained in this book than can be found in any of the other current textbooks. My hope as an instructor of an advanced undergraduate course in applied social psychology is that if there is a second edition of this text that the author might amend it by broadening the coverage of current topics in applied social psychology while retaining those chapters that are unique to the book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Essentials of abnormal psychology, first Canadian edition.

Reviews the book, Essentials of abnormal psychology, first Canadian edition by V. Mark Durand, David H. Barlow, and Sherry H. Stewart (2007). This first edition covers the terrain one might expect of an abnormal psychology textbook. This includes chapters on historical context, approaches to psychopathology, clinical assessment, diagnosis and research methods, anxiety disorders, somatoform and dissociative disorders, mood disorders and suicide, physical disorders and health psychology, eating and sleep disorders, sexual and gender identity disorders, substance-related disorders, personality disorders, schizophrenia and other related disorders, developmental and cognitive disorders, and finally, legal and ethical issues as related to mental health. Although the book initially may look rather dense (it is not), there are numerous organisational aids to facilitate learning. The authors have more than amply succeeded in their stated intention to present a multidimensional perspective, integrating behavioural, emotional and cognitive, and social contexts to explore the essentials of abnormal psychology. Using easy to understand language appropriate for undergraduates, this book guides the reader through the fascinating field of abnormal psychology, pointing out the expected, and for an added bonus, the unexpected and often neglected. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Lesbian, gay, bisexual, trans, and queer psychology: An introduction.

Reviews the book, Lesbian, gay, bisexual, trans, and queer psychology: An introduction by Victoria Clarke et al., (see record 2010-08660-000). The goal of this book is to introduce readers to lesbian, gay, bisexual, transgender, and queer (LGBTQ) psychology, which encompasses many different aspects of the lives of LGBTQ people, including prejudice and discrimination, parenting and families, coming out, and identity development. While no small undertaking, disseminating this knowledge is crucial in order for the field of psychology to be a true “psychology of people” that examines the experiences of all people and is open to diverse ways of living. The authors succeeded in including nearly every major topic in LGBTQ psychology while continually inviting the reader to engage critically. The book is not only well written but designed in a way that makes it an easy read. Along with the usual chapter summaries and questions for discussion, pedagological features include key researcher and key study boxes that enable familiarity with cutting-edge thinking in the field. Being that they represent different interests and areas of expertise, the authors deliver varied perspectives and approaches. One of the greatest strengths of this book is its applicability to a wide audience, from students to practicing psychologists and researchers. As a whole, this book provides realistic ways of creating change, fosters understanding, and challenges the reader to be wary of the ways in which traditional norms can be harmful to LGBTQ people. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Les conceptions cognitives de la personnalite.

Reviews the book, Les conceptions cognitives de la personnalité by Michel Huteau (1985). This book discusses the various approaches to cognitive psychology relative to personality development. Three chapters are of paramount importance: one in which the author presents his fundamental arguments, one on the "cognitivisation" of dynamic personality theories, and one that addresses the cognitive "personalization" of the theories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The uncertain mind: Individual differences in facing the unknown.

Reviews the book, The uncertain mind: Individual differences in facing the unknown by Richard M. Sorrentino and Christopher J. R. Roney (see record 2000-07377-000). The book under review is located within an important intellectual tradition in psychology, one that speaks to something about human nature. Sorrentino and Roney approach this topic through the study of individual differences in whether people seek out certainty or uncertainty in their lives. While some of us find meaning in terms of the familiar and predictable, others search for meaning in the novel uncertainties of life. This scholarly monograph describes a 15-year program of research, theoretically grounded in both earlier paradigms (e.g., Atkinson's motivational model) and contemporary social cognition. This monograph merits attention by researchers and students interested in social cognition, individual differences, and societal change. The writing is technical, and one would wish for chapter summaries. However, the book is clearly written, well-organized and at times thought-provoking; it is well worth the effort. (PsycINFO Database Record (c) 2010 APA, all rights reserved)