Review of The psychology of human possibility and constraint.

Reviews the book, The psychology of human possibility and constraint by J. Martin and J. Sugarman (see record 1999-02336-000). This wide-ranging, compact, dense, yet very readable little book presents many of the key elements of a badly needed, more credible philosophy of social science for academic and professional psychologists. The book gives no specific examples of theories or research findings that might illustrate what is meant by a better kind of "knowledge" or "theory" in psychology, so the reader is left somewhat high and dry concerning this question. Perhaps it is simply the case that these questions about what might be the best kind of social and psychological inquiry and what sense to make of the plethora of theories and findings to date, are difficult, murky, and on the frontier of a hermeneutic reenvisioning of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The value of psychological treatment: The collected papers of Nicholas A. Cummings, Vol. 1; Focused psychotherapy: A casebook of brief, intermittent psychotherapy throughout the lifecycle; and The practice of psychology: The battle for professionalism..

Reviews the books, The value of psychological treatment: The collected papers of Nicholas A. Cummings, Vol. 1 edited by J. Lawrence Thomas and Janet L. Cummings (see record 2000-08331-000); Focused psychotherapy: A casebook of brief, intermittent psychotherapy throughout the life cycle by Nicholas A. Cummings and Mike Sayama (see record 1995-98522-000); and The practice of psychology: The battle for professionalism edited by Rogers H. Wright and Nicholas A. Cummings (2001). While Cummings has published numerous volumes and dozens of articles and chapters, the three books under review here offer a good introduction to some of his many activities and contributions. The first book provides a very nice sampling of research and position papers. Several chapters describe aspects of the “medical utilization offset phenomenon,” the oft-replicated finding that psychological services can reduce overall healthcare costs, perhaps partly by eliminating unnecessary medical visits. The second book is a clinician’s book illustrating the central tenet of Cummings’s “Patient’s Bill of Rights”—that “the patient is entitled to relief from pain, anxiety, and depression in the shortest time possible and with the least intrusive intervention.” In the last book, names are named and many details are given about numerous battles between 1955 and 1995 involving issues such as dissatisfaction with the Boulder (scientist–practitioner) Model. The reviewer concludes that reading Cummings' work elucidates the fact that the struggles of the psychology profession appear far from over. These books can help us prepare for where we need to go in the future. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The psychology of humor: An integrative approach.

Reviews the book, The psychology of humor: An integrative approach by Rod A. Martin (see record 2006-21361-000). This book is not a particularly funny read--though it has its moments--but it is a very well-written, well-organized, comprehensive reference guide to the psychology of humor. The Introductory chapter provides a nice overview of the rest of the book. Here Martin defines what is meant by the broad term humor, discusses the many forms and functions of humor, and provides a concise, informative history of thinking about humor. Martin then includes two chapters that address five theoretical approaches: psychoanalytic, superiority/disparagement, arousal, incongruity, and reversal theory. The second part of the book is organized into different psychological subtopics, which makes it very easy to navigate. This part includes sections on the cognitive, social, psychobiological, personality, and developmental approaches to the study of humor. The book concludes with chapters on the link between humor and both mental and physical health, and presents research on the application of humor in psychotherapy, education, and the workplace. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A textbook of social psychology.

Reviews the book, A textbook of social psychology (5th ed.) by J. E. Alcock, D. W. Carment, and S. W. Sadava (2001). The authors have produced here, for the most part, an example of the social psychology textbook that has dominated the North American academic landscape for more than a generation, which is a social psychology largely under the influence of naive empiricism, generally nonhistorical and nonideological in its approach, and otherwise (and amazingly) undisturbed by over 30 years of debate on the crisis in social psychology or more recent postmodernist and critical approaches based on history, language and discourse, politics, feminism, social/historical constructionism, and notions of community. Indeed, what is most striking about the book is what is missing in it. There is no serious discussion of feminist psychology or feminism. Nor is there any mention of postmodernist influences, critical psychology, symbolic interactionism, community psychology, the analysis of discourse, intersubjectivity, Vygotsky's socio-cultural-historical approach, and so on. But this omission says more about the book's adherence to the mainstream than about its neglect of Canadian psychology; there can be no doubt that much of Canadian psychology is a direct importation from the American mainstream. Alcock, Carment, and Sadava give us a standard North American textbook in social psychology with a Canadian flavour. It provides significant content reflecting what many Canadian social psychologists research, and it offers Canadian examples throughout to illuminate its formal content. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Epilepsy: A handbook for the mental health professional.

Reviews the book, Epilepsy: A handbook for the mental health professional edited by Harry Sands (1982). The editor has gathered 10 contributors, each with a wealth of experience in the area of psychological issues in epilepsy. The book is designed to provide necessary information about epilepsy to "the core mental health discipline: psychology, psychiatry, social work, and psychiatric nursing, and to other collaborating disciplines such as rehabilitation and counseling." It certainly achieves this goal and has the potential of becoming a major reference source as well as textbook in the field. The book could be used as a handbook and reference book for specific problems with epileptics. However, its real strength is its potential use as a unified and comprehensive textbook on a broad range of rehabilitation psychology issues with the epileptic. As a text, it would be appropriate for a senior undergraduate-level or graduate-level course within the broad area of medical psychology. Many of the psychological principles and intervention strategies are applicable to other disabilities. Thus, if educators wish, they can use these chapters as a core model to be augmented by other references to other disabilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of How the mind works.

Reviews the book, How the mind works by Steven Pinker (see record 1997-30233-000). In this book, the author writes with optimism and excitement about recent progress in psychology, but with despair about the human condition. The scope of the book is stated briefly: "I will try to explain what the mind is, where it came from, and how it lets us see, think, feel, interact, and pursue higher callings like art, religion, and philosophy" (p. 3). The reader will be disappointed in many of these explanations: the book dwells on the already-expansive topics of what the mind is, and where it came from. As for the rest, we are told that humans have innate knowledge of optics, logic, mathematics, physics, botany (p. 377), and even psychology (p. 329). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The nature, assessment, and treatment of adolescent self-injury.

Reviews the book, Adolescent self-injury: A comprehensive guide for counselors and health care professionals by Amelio A. D'Onofrio (see record 2007-02689-000). To date there have been few publications in the professional literature addressing the needs of school personnel in regards to self-injury in school-age populations. This book attempts to address this gap in the literature. According to the author, the intent of the book is to assist "frontline professionals in developing a working understanding of the nature, meaning, and function of adolescent self-injurious behavior." In doing so, the author presents information from the research literature in such disparate areas as psychology, psychiatry, nursing, sociology, and feminist studies. Although written for both school and health care professionals, there is a strong focus in the book on school-based practice. The book is divided into three parts that together provide an overview of self-injury, strategies for assessment and treatment, and information on related issues. The text is well-written and provides practical, evidence-based information that should prove highly useful to school psychologists and other professionals responding to and working with adolescents who engage in self-injury. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The general practice of psychology.

Psychology has developed a variety of specific techniques that are applicable to specific emotional problems, thus enabling brief psychotherapy to be particularly effective. In the past it was said that therapist and patient had only one chance to solve present and future emotional distress, a criterion applied to no other form of intervention. By combining dynamic and behavioral therapies into intervention designed to ameliorate the presenting life problem, using a multimodal group practice, professional psychology can define its own area practice. This general practice of psychology postulates that throughout the life span the client has brief, available, effective interventions designed to meet specific conditions as these may or may not arise. When such techniques are available, brief psychotherapy is the treatment of choice for about 85% of those seeking help, leaving long-term therapy for those clients who are best benefited by a protracted intervention. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The clinician’s handbook.

Reviews the book, The clinician's handbook by Robert G. Meyer and Sarah E. Deitsch (see record 1996-97385-000). This book is an integration of a great deal of both diagnostic and clinical information concerning adult and adolescent psychopathology. It brings together a collective wealth of information about various psychological assessment tools. It also attempts to show the relevance of assessment data, both to case formulation and to treatment/intervention. Although, as the reviewer notes, there are a few expected flaws in the text, he believes that the authors should be congratulated for their superb effort to accomplish what they set out to do, which is to give a specific and concrete focus to psychopathology assessment. This book is recommended for psychotherapists, particularly those who are forensically oriented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Treatment and prevention of alcohol problems: A resource manual.

Reviews the book, Treatment and prevention of alcohol problems: A resource manual edited by W. Miles Cox (see record 1987-97300-000). A resource manual on alcohol problems that captures the state of the art in therapeutic and preventive techniques and in their underlying theoretical bases and empirical foundations is an extremely ambitious but much needed effort. This is precisely what Miles Cox has set out to do in the present volume. The volume consists of four sections: initiating treatment with chapters on beginning treatment, assessment, and medical aspects; specific treatment techniques, with chapters on behavioral treatment, building self-control, imagery and logotherapy, self-help groups, and craving for alcohol; associated problems and special populations with chapters on marital and family therapy, sexual problems, and culture-specific treatment; and early intervention and prevention including chapters on cognitive approaches to secondary prevention and prevention of alcohol problems. On the whole, the book lives up to its intentions. Although there are some gaps which prevent this book from being truly comprehensive, this volume will serve as a useful text in graduate courses for social workers, counselors, and psychologists. What is commendable about this book is that Cox has made a largely successful attempt, by pulling together many diverse literatures, to bridge the gulf that exists between service providers and research communities on the proper ways of helping people who are troubled by, or threaten to be troubled by, alcohol. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Childhood mental health disorders: Evidence base and contextual factors for psychosocial, psychopharmacological, and combined interventions.

Reviews the book, Childhood mental health disorders: Evidence base and contextual factors for psychosocial, psychopharmacological, and combined interventions by Ronald T. Brown, David O. Antonuccio, George J. Dupaul, Mary A. Fristad, Cheryl A. King, Laurel K. Leslie, Gabriele S. McCormick, William E. Pelham Jr., John C. Piacentini, and Benedetto Vitiello (see record 2007-15067-000). This volume stands as a significant contribution to the current state of affairs in child and adolescent mental health. Unassuming in size (a total of 207 pages including references and author and subject indexes), this compilation is not only of value to researchers and clinicians within the professions of psychology and psychiatry but holds significance across other professions (e.g., social work, occupational therapy, nursing) that serve and support the mental health care of children. This book consists of 13 chapters, of which 11 address common child and adolescent mental health disorders. The authors offer readers a concise summary of the status of support for psychosocial, pharmacological, and combined interventions balanced in the context of safety and potential harm. Recommendations are offered on the most appropriate first-line treatment for a particular disorder (which predominantly favours psychosocial interventions over psychoactive medications). This is a book that will be a significant resource for those seeking evidence-based guideposts to intervention with children, adolescents, and their families. It is a timely, accessible, well-organised text, giving fair consideration to pharmaceutical, psychosocial, and combined interventions. As the authors allude, this compilation represents a "snapshot in time" but sets forth a strong foundation for practise and an agenda to further clinical and research attention to children's mental health. (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 Between conviction and uncertainty: Philosophical guidelines for practicing psychotherapists.

Reviews the book, Between conviction and uncertainty: Philosophical guidelines for practicing psychotherapists by Jerry N. Downing (see record 2000-08722-000). In this book, the author aims to provide a meta-analysis of the array of theories available to the practicing psychotherapist: that is, to provide a "theory about theories" in the hope of giving the psychotherapist a guide for better understanding what it is that goes on in therapy. Downing begins by working through several basic questions. First, he considers what therapists actually know about therapy. Downing concludes that theories of psychotherapy are likely to continue to evade scientific proof, mainly because they do not easily lend themselves to disproof. This bleak view of what we actually know about what we do in psychotherapy leads Downing to reflect on what it is that we could possibly discover or know about therapy, and here his inquiry turns epistemological. Downing suggests that therapists are guided by a kind of epistemology in action. That is, therapists may best be described as loosely following an organizing scheme throughout a therapy. Downing refers to these six schemes as lived modes of knowing. Downing then discusses each of the six, providing illustrations of what they might mean in practice. Downing presents a plausible account of what may occur in therapy and of how many therapists may work. However, his argument seems to be unnecessarily drawn out. Unfortunately, rather than lend support and inform, the breadth of topics and issues obscures his project. And, beneath it all, we are left wondering what we actually know about psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The psychology of science and the origins of the scientific mind.

Reviews the book, The psychology of science and the origins of the scientific mind by Gregory Feist (see record 2006-02942-000). In this book, Gregory Feist sets out to show two things: that psychology of science can be its own field and that this field has been growing along side of humanity ever since its inception. Feist divides the book into two parts. First, he argues for the legitimacy of the field of psychology of science, addressing relevant research from many sub fields and their applications for the future. Part two delves into the origins and future of the scientific mind. Overall, this book makes one logically consider what science is and is not. It brings about contemplation about how science developed and how humans embraced it. Feist says he wants to take on the applied implications for the formalized study of both the psychology and science and the properties of the scientific mind. His goal is to move the psychology of science from its implicit methods scattered across domains of psychology and make them explicit. He wants to unite researchers scattered across the world to make up a new psychology of science that actively meets, has its own journal, and can educate future researchers. This is all very interesting and indeed possible, as long as the meetings would follow the same integrative genius that is displayed in this book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Remaking teams: The revolutionary research-based guide that puts theory into practice.

Reviews the book, Remaking teams: The revolutionary research-based guide that puts theory into practice by Theresa Kline (1999). The author's goal was to provide practitioners with useable information concerning techniques and processes for increasing team effectiveness. She uses her own research and that of others to achieve this goal. The book contains 142 pages of text divided among 12 chapters in which the author presents many of her own case studies. The book includes a disk containing team development exercises and assessment tools. Human resource practitioners and training consultants will find the book to be a useful guide for developing team interventions. It will provide much needed direction for practitioners and consultants who are interested in the development and maintenance of teams. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Performance psychology in action: A casebook for working with athletes, performing artists, business leaders, and professionals in high-risk occupations.

Reviews the book, Performance psychology in action: A casebook for working with athletes, performing artists, business leaders, and professionals in high-risk occupations edited by Kate F. Hays (see record 2009-05799-000). Kate Hays has accomplished an admirable task in bringing together a collective of prominent performance practitioners to illustrate the diverse applications of performance psychology. Drawing on specific client examples from across a variety of performance domains, the authors use a case study approach to illustrate the process of helping clients work through a range of performance issues. In doing so, the book offers its readers the privileged opportunity of being a fly on the wall, placing them in the room with the performance practitioners and their clients. In addition, readers also benefit from the running commentary offered by each of the authors as they elaborate on their client assessments and chosen courses of action. In terms of scope, the book explores four performance domains: sports, performing arts, business, and high-risk occupations. The book is practical in nature, providing a snapshot of the practise of performance psychology. I would not, however, call this a “how-to” book. Rather, it is an illustration of how one can apply the principles of performance psychology when working with a varied clientele. Regarding its place in an academic setting, I would recommend that the book be used as a companion to texts that are more heavily weighted in theory and research. Paired with such texts, this book could serve to bridge the science–practise gap and also to demystify the intervention process for psychology students. Because the book presumes prior knowledge of therapeutic principles, it may be more suited to practitioners who are curious about performance psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Future of Health Psychology Interventions.

Progress in health psychology interventions was reviewed to manage chronic illness, treat psychophysiological disorders, and provide complementary treatment for difficult medical symptoms. A closer synergy between research, clinical applications and public policy, and education and training was advocated to guide future work in these areas. Further, the importance of clinical input informing research directions, the need for interventions to focus on a broader range of individual difference and contextual factors, and for effectiveness studies to influence the adoption of treatments in clinical settings was emphasized. In accordance, greater effort should be devoted to disseminating information on treatment effectiveness to professional and lay groups to maximize the public health benefit of established intervention approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)