Review of Development and Psychopathology: A Vulnerability-Stress Perspective.

Reviews the book, Development and Psychopathology: A Vulnerability-Stress Perspective by Benjamin L. Hankin and John R. Z. Abela (Eds.) (see record 2006-04904-000). In this volume, Hankin and Abela seek to advance perspectives on the development of various psychopathologies by calling attention to the joint contributions of individual susceptibilities--vulnerabilities--and adverse environmental circumstances--stressors. Vulnerability-stress models of psychopathology are rooted in such early work as Beck's diathesis-stress model of depression, and Sameroff's transactional model of development. The volume starts with one chapter on stress, followed by one chapter on vulnerability-stress models. The chapters in Part II describe genetic, neurophysiological, affective, cognitive, attachment, social cognitive (interpersonal), and personality vulnerabilities. In Part III, the volume concludes with six chapters on specific kinds of psychopathology: depression, anxiety, disruptive behaviour, substance use, eating disorders, and personality disorders. As well as briefly reviewing symptoms, prevalence rates, and ages of onset, all six chapters provide detailed and useful summaries of the many vulnerabilities linked with these problems areas. The disclaimer in the preface rings true. One finishes this book with the sense that it is a good start, but also the hope that it is the first part of a two-volume series. It begins to provide the necessary information for generating new models of the development of psychopathology based on vulnerability-stress interactions, but also leaves a number of questions unanswered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Affective disorders in childhood and adolescence: An update.

Reviews the book, Affective disorders in childhood and adolescence: An update edited by Dennis P. Cantwell and Gabrielle A. Carlson (1983). Accounts of affective disorders among children and adolescents have become increasingly more apparent in the literature in recent years. This book is largely an attempt on the part of its editors, Dennis P. Cantwell and Gabrielle A. Carlson, to acknowledge this growing trend. In particular, Cantwell and Carlson state as their main goal a desire to collect in one place much of what is known about depression and mania in children and adolescents. Overall, it may be stated that this book is a valuable addition to the literature. In addition to calling attention in a systematic fashion to the growing body of information pertinent to depression in children and adolescents, the text communicates the need for further research that may serve to clarify many of the questions that remain unanswered at the present time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Experiential therapies for eating disorders.

Reviews the book, Experiential therapies for eating disorders, edited by Lynne M. Hornyak and Ellen K. Baker (see record 1989-97569-000). In this book, Lynne Hornyak and Ellen Baker provide a collection of chapters describing "experiential" therapies for eating disorders. Hornyak and Baker define experiential therapy as '...treatment techniques, based on psychological principles that are developed and used with the specific intention of increasing clients' present awareness of feelings, perceptions, cognitions, and sensations; that is, their in-the-moment experience..." (p.3). The book is divided into two sections: The first part addresses the treatment of bulimia nervosa; the second deals with anorexia nervosa. Each author presents his or her treatment approach in sufficient detail to give the reader a clear picture of how the technique could be implemented in the clinical setting. This book may stimulate practitioners to consider the theoretical rationale of their clinical methods and to consider alternative therapies in their treatment of patients with eating disorders. However, the book fell short of the mark in several respects. First, although the authors of each chapter attempted to emphasize the interrelationship of theory and practice, they often glossed over the fact that there was little or no empirical support for either their conceptualiztion of the disorder or the efficacy of the intervention that they espoused. Second, the editors failed to provide the reader with an integrative summary. There was no attempt to provide the practicing clinician with a guide to decision making in the treatment of eating disorders. The editors did not address key questions such as how one assesses a patient with an eating disorder or how one decides which treatment is best suited for her. A related shortcoming is that the editors do not provide the reader with a summary of the state of the art with regard to the conceptualization and treatment of eating disorders. There is now sufficient empirical literature to support specific models of etiology and the efficacy of particular interventions (cf. Brownell & Foreyt, 1986). Without an overview, the reader is left with the impression that the current understanding and treatment of eating disorders is in a prescientific state and that personal preferences rather than empirical findings dictate which treatments are best suited for particular patients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Implicit measures of attitudes.

Reviews the book, Implicit measures of attitudes edited by Bernd Wittenbrink and Norbert Schwarz (see record 2007-01388-000). The editors have produced a very timely volume. The stated goals of Wittenbrink and Schwarz's book are to educate the reader about the value of implicit measures of attitudes, as well as to provide a handbook of sorts for the neophyte wanting to learn how to use the variety of implicit attitude measures available. In addition, the editors want to provide a critical assessment of the state of implicit attitude measurement in terms of the very definition of an implicit measure, as well as the general reliability and validity of these measures. Finally, the editors want to provide directions for future research in the area of implicit attitude measurement. As such, Wittenbrink and Schwarz hope that this text will be a resource book for both new graduate students and established researchers in the field. In general, I believe the editors have accomplished their goals. After the editors' introductory chapter, which gives an overview of the development of implicit attitude measurement as well as an overview of the rest of the volume, the book is broken down into two sections: "Procedures and Their Implementation" and "Critical Perspectives". Overall, I believe this is a very well written book, and that even readers familiar with implicit attitude measurement will learn a great deal. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Exploring existential meaning: Optimizing human development across the life span.

Reviews the book, Exploring existenial meaning: Optimizing human development across the life span by Gary T. Reker and Kerry Chamberlain (2000). The form of personal meaning that constitutes the main focus for the volume is existential meaning, characterized by the editors in terms of "attempts to understand how events in life fit into a larger context," which involves both "a sense of coherence (order, reason for existence) and a sense of purpose (mission in life, direction)" (p. 1). This is a remarkably well integrated collection of essays, given the usual standards for edited volumes. The contributed chapters, sandwiched between the editors' brief Introduction and their longer integrative chapter at the end, are organized into distinct sections addressing, respectively, theoretical and conceptual issues, empirical research, and applications and interventions. This volume not only provides a comprehensive survey of recent work on existential meaning but is likely to have a broader appeal as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Career counseling: A narrative approach.

Reviews the book, Career counseling: A narrative approach by Larry Cochran (2000). This book introduces a narrative approach to career counselling. The author specifically makes the distinction that this is a counselling approach, not a career development theory. A narrative approach invites counsellors to make their career interventions with clients more personal. In contrast to the traditional objective emphasis in career counselling, this is a subjective approach that emphasizes meaning and meaning-making. Cochran characterizes the central task of career counselling as "emplotment" rather than matching. Emplotment involves casting the individual as the main character in a career narrative that is meaningful, productive, and fulfilling. The book is intended for scholars, professionals, and graduate students who already have some familiarity with counselling and career development. It is presumed that the reader has at least some knowledge and skill in counselling. At the end of each chapter, there are exercises that enable the reader to apply the principles and concepts outlined in the chapter. A client situation is described, and several questions are used to guide the reader. Overall, this book is a welcome addition to the career literature. Indeed, the approach need not only be used in counselling involving work or occupational problems. Meaning-making and narrative concepts can be applied to any and all issues in people's lives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A secret sadness: The hidden relationship patterns that make women depressed.

Reviews the book, A secret sadness: The hidden relationship patterns that make women depressed by Valerie Whiffen (see record 2007-04584-000). This book targets the lay audience in an attempt to explain depression from a cognitive perspective. In the introduction and first chapter of the book, the author describes the phenomenon of depression, clarifies some common misunderstandings, and provides a clear rationale for focusing on depressed women's relationships as a way of understanding this pervasive and debilitating disorder. The role of stress in depression is elaborated upon in Chapter 3. In the fourth chapter, the author discusses how culturally prescribed gender roles can lead to depression in women. In Chapters 5-7, the author uses attachment theory to examine how characteristics of the family of origin (harsh parenting practices, neglect, physical and sexual abuse) can influence depression. In the eighth chapter, the author reviews the robust evidence on the association between depression and distress in romantic relationships. The ninth chapter focuses on another key relationship that can be impacted by depression: the mother-child bond. Here again, the author is careful not to draw premature causal links that are not warranted by extant data. In the tenth and final chapter of the book, the author discusses treatment options for depression and summarises the current state of knowledge on effective and efficacious interventions. This book is recommended to depressed clients who have difficulties in their interpersonal lives, as well as to therapists who work with depressed patients and couples/families in distress. It is also a useful resource for the clinical training of graduate students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of play therapy, volume 2: Advances and innovations.

Reviews the book, Handbook of play therapy, volume 2: Advances and innovations by Kevin J. O'Connor and Charles E. Schaefer (1994). This book offers a collection of chapters written by leading experts which addresses the developments in play therapy since 1983. In completing the volume, Editors Kevin J. O'Connor and Charles E. Schaefer sought to offer a multi-disciplinary approach to play therapy. Additionally, the editors stated in their preface that they worked to make this new volume "informative, thought provoking, and clinically useful." Indeed, the editors have succeeded admirably in achieving their stated objectives. The book's organization and emphasis on clinical relevance make it a fit companion to their earlier classic (Schaefer & O'Connor, 1983). The Handbook is very well-organized with an excellent selection of chapter topics. The chapters follow essentially the same format and are integrated well within the book. The editors deserve credit for synthesizing diverse theoretical approaches and techniques into a coherent whole. The individual chapters are clearly written and quite readable. The figures and tables are readily understandable and augment the chapters' content. Clinicians and researchers interested in play therapy and child psychotherapy will enjoy this volume. Although the majority of chapters discuss play therapy with children, two chapters discuss play therapy applications with adults. Accordingly, therapists interested in these approaches will profit from this work. The volume certainly appeals to multi-disciplinary audiences such as psychologists, psychiatrists, social workers, nurses, pastoral counselors, and educators. The text is extremely appropriate for a graduate course in play therapy. Finally, the book can be read from beginning to end or the reader can select particular chapters in the handbook and sample various clinical approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The mind in context.

Reviews the book, The mind in context edited by Batja Mesquita, et al. (see record 2010-09987-000). The purpose of this edited volume is to challenge a predominant tendency toward an error of essentialism, or the attempt to explain psychological phenomena in terms of internal, static mental entities that are independent of and seemingly hermetically sealed from the outside world. Instead the introductory chapter of The mind in context advances the context principle: that mental processes and behaviour emerge from a profound and complex interaction between person and environment. It is important to note at the outset that a reader seeking an abstracted, sterilized, encyclopaedic list of essential elements making up this perspective would be well advised to look elsewhere. Rather, and in keeping with the theme of the book, the editors have assembled a lively collection of exemplars: chapters by prominent scholars each exploring the influence of context in a focused area of interest. The disadvantage of this approach is that the book can feel somewhat overextended. The significant advantage, however, is that the reader experiences each chapter in the context of the others, a juxtaposition that allows for the emergence of resonances, themes, and common principles across domains. In elaborating on the context principle the contributors to this book emphasise the mind’s mechanisms, situation-sensitivity, and agency over its content, permanence, and passivity. While written in large part by and for social psychologists, the volume should be of interest to any scholar fascinated by the mind’s ecological nature. (PsycINFO Database Record (c) 2011 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 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 Language impairment and psychopathology in infants, children, and adolescents.

Reviews the book, Language impairment and psychopathology in infants, children, and adolescents by Nancy J. Cohen (see record 2001-05782-000). Approximately half of the children referred to mental health clinics for social-emotional problems have, on testing, been shown to have co-occurring language impairment. Conversely, about the same percentage of children originally seen for difficulties with language are later diagnosed with social-emotional problems. It is this overlap that Nancy Cohen explores in this concise and immensely readable book. We view this book as a broad and integrative first step that ought to be followed with more depth in specific areas. Thus, although much remains to be done, this book provides an excellent overview of a complex literature and will encourage interesting new clinical and research endeavours. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrating research and practice: An ecological analysis of the dynamics behind bullying and victimization.

Reviews the book, Peer harassment in school: The plight of the vulnerable and victimized edited by J. Juvonen and S. Graham (see record 2001-00685-000). Peer Harassment in School: The Plight of the Vulnerable and Victimized is a timely volume dedicated to understanding the correlates and consequences of chronic victimization in children and adolescents. The editors, Juvonen and Graham, define peer harassment as "victimization that entails face-to-face confrontation (e.g., physical aggression, verbal abuse, nonverbal gesturing) or social manipulation through a third party (e.g., social ostracism, spreading rumors)" (Juvonen & Graham, 2001, p. xiii). They use the term "harassment" as synonymous with "victimization" throughout the volume. The chapter authors include leading experts in peer harassment from both the United States and other industrialized countries (i.e., Canada, Australia, Norway, Great Britain). The book's emphasis on research on victims rather than research on bullies is important for school-based intervention programs, which have historically focused on how to intervene with aggressive students. The book further underscores the complex interconnections that exist among bullies, victims, and onlookers to the bullying events. Peer Harassment in School is a timely, theory-driven, and well-researched book that reviews the empirical evidence on methodological, developmental, social, and ecological factors associated with peer harassment. The volume is a "must-read" for any school practitioner and/or researcher interested in understanding the complexity behind victimization in children and adolescents. Juvonen and Graham draw on more than two decades of their collective researching of social phenomena in school-aged youth (Juvonen, 1991; Graham & Folkes, 1990; Graham & Juvonen, 1998) to produce an important book that advances conceptual models for peer victimization. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Clinical hypnosis with children.

Reviews the book, Clinical hypnosis with children by William C. Wester II and Donald J. O'Grady (see record 1991-97780-000). This edited volume by Wester and O'Grady contributes to the field by gathering a well-known group of experts to summarize briefly the application of hypnosis for various types of childhood problems. The book's goals include coverage of the variety of uses of hypnosis and hypnotherapy with children. In addition, the editors want to provide various and sometimes divergent views of hypnotherapy with children. To this end, the editors generally accomplish their goals. The range of topics covered is quite broad, and the contributors include both psychologists and physicians who use hypnosis in their clinical practices. As with many edited books the content and quality varies, but I found the book to be of generally high quality. The writing styles are diverse, yet most of the chapters are clear, concise, and highly readable. While there is no single theoretical position for the chapters, the theoretical orientation of the book is broadly psychodynamic, empirical, and cognitive. The underlying perspective on hypnosis is from a more traditional and empirical view, rather than the Ericksonian perspective. This book is written for professional psychotherapists, e.g., psychologists, social workers, psychiatrists, with basic to intermediate knowledge of hypnosis. A person with background in working with adults would find this book a good introduction to working with children. Overall, the editors have done a nice job of assembling a coherent group of papers that provides the reader with an overview of the application of hypnosis with children. I recommend this book to psychotherapists interested in working with children, and it makes a useful contribution to the growing literature on hypnotherapy with children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Normality and the life cycle: A critical integration.

Reviews the book, Normality and the life cycle: A critical integration by Daniel Offer and Melvin Sabshin (1984). In 1966 and 1974, Basic Books published the first and second editions of Offer and Sabshin's Normality: Theoretical and Clinical Concepts of Mental Health. These volumes generated the proposal that a new field, called normatology, be established. It would focus on normality, normal behavior, and normal development. This still more recent volume develops the proposal and is an attempt to fill the need to "examine concepts of normality and definitions of normal behavior through time and across cultures". Both of the editors (and most of the contributors) are medically trained, and their professional orientation is apparent throughout the book. Although claims are made that the approach to normatology should be interdisciplinary, and four different concepts of normality are offered, the main concern of most of the chapters seem to be that of differentiating the healthy from the unhealthy. The editors even note that the terms "normality" and "mental health" are used interchangeably. Several chapters have a developmental orientation, but these too are typically concerned with distinguishing normal from abnormal developmental processes. Individual papers are scholarly, but in some cases seem directionless. The most seminal ideas in the book are presented by Mandell and Salk, whose chapter proposes a theory of emergent patterns that could have implications in the future both for general developmental theory and for specific theories of learning that might influence rehabilitation psychology. A previous reviewer has judged that this chapter alone is worth the price of the book, and this judgment may well be correct. Those who purchase this book should do so primarily for its reviews of the literature, which are generally complete and competent. Purchasers will probably be disappointed if they expect to find much that is of direct value to rehabilitation or that contributes in a substantive to the founding of a new science of normality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Improving productivity through performance appraisal.

Reviews the book, The New Partnership: Women and Men in Organizations by Nina L. Colwill (1982). The stated goals of this book are "to increase awareness" of: a) sex-role problems in organizations, b) some potential solutions, and c) relevant research evidence. An unstated but evident goal is to persuade the reader that women, men, and organizations will all benefit from the maximal development of both sexes' potential. The book contains nine chapters, four of which are co-authored with others expert on the chapter topic. The broad range theory and research presented deals with attitudes, roles, traits and abilities, achievement and related attributions, power, communication, and groups and leadership. Each subject area is initially viewed broadly with a subsequent focus on special issues and research results relevant to sex discrimination in organizations. At the end of each chapter is a section dealing with "alternatives for change" and a set of exercises for use in groups, individually, in interviews, and in designing a study. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The competent child.

Reviews the book, The competent child by Joseph M. Strayhorn (see record 1988-97840-000). The Competent Child is an outline of Strayhorn's approach to psychotherapy. The value of this text rests in its ability to present a clear and practical guide to therapy with children, while respecting the individuality of the therapist and client. In developing his approach to psychotherapy, Strayhorn was guided by two concepts: 1) all psychotherapy can be subsumed under a competence-based approach and 2) psychotherapy is essentially a learning-based intervention which involves the acquisition of skills. The first five chapters of the book provide the background for understanding the skills X method approach and instruct the reader as to how to assess a child's skills. The next three chapters are devoted to the application of the approach to children, adolescents and parents. In chapter nine Strayhorn discusses the difficulties one can have in producing positive results in therapy and attempts to deal with some of the difficulties one might run in to. The final two chapters propose ways of expanding the competence approach into preventive mental health and raise research questions. The book can be recommended to seasoned child practitioners looking to expand their repertoire of skills and to novices seeking to go beyond theory to practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)