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 Language, the sexes and society.

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

Review of Anxiety and stress disorders: Cognitive-behavioral assessment and treatment.

Reviews the book, Anxiety and stress disorders: Cognitive-behavioral assessment and treatment by Larry Michelson and L. Michael Ascher (see record 1988-98155-000). In this book, Michelson and Ascher present an up-to-date cognitive-behavioral text with a focus on the theory, assessment, treatment, and research on anxiety- and stress-related disorders. Part I deals with theoretical issues in the cognitive-behavioral treatment of anxiety, and cognitive assessment and methodological issues in the treatment of anxiety disorders. Part II of the book will especially appeal to the clinician in that it specifically speaks to the treatment of simple phobias, panic disorders, social phobia, obsessive-compulsive disorders, posttraumatic stress disorders, sexual dysfunction, migraine and tension headaches, and hypertension. The range of the book will appeal to the treating clinician, the researcher, and the graduate student as well as the teaching professional. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Childhood disorders: Behavioral-developmental approaches.

Reviews the book, Childhood disorders: Behavioral-developmental approaches edited by Robert J. McMahon and Ray Dev. Peters (1985). This volume includes 11 original chapters from the 1983 Banff International Conference on Behavioral Sciences. Together, these chapters provide an overview of a number of high-quality programmes of research in the area of childhood disorders. The editors state that the purpose of the current offering is to focus on recent advances in the conceptualization, assessment, and treatment of childhood behaviour disorders, with particular attention being given to the role of developmental processes. The book contains two major sections. The first provides an overview of the conceptual foundations for a "behavioural-developmental" approach to childhood disorders. The second, which constitutes approximately 80% of the volume, illustrates programmes for the assessment and treatment of childhood disorders spanning the developmental spectrum from infancy to adolescence. Although this volume's attempt to bridge the gap between behavioural and developmental work may fall short, it is nevertheless a worthwhile contribution that nicely illustrates a range of outstanding programmes of clinical research for a variety of childhood disorders. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive aging: A primer.

Reviews the book, Cognitive aging: A primer edited by Denise C. Park and Norbert Schwarz (see record 2000-07430-000). The objective of this edited book is to present a comprehensive overview of what is known about normal cognitive functioning in older adults. The book's 14 short chapters, all written by well-known experts in cognitive aging, are divided into four sections on basic mechanisms, attention and memory, language and speech, and applications. This book was intended as a textbook for teaching advanced undergraduate and beginning undergraduate students. Overall, this objective is reached by most contributions. While creatively updating knowledge in cognitive aging, it does a great job of identifying limitations and theoretical challenges and of pinpointing many exciting research questions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Pathological anxiety: Emotional processing in etiology and treatment.

Reviews the book, Pathological anxiety: Emotional processing in etiology and treatment edited by Barbara Olasov Rothbaum (see record 2005-16244-000). This book is a tribute to the work of Edna B. Foa whose model of emotional processing has had a profound impact on the understanding and treatment of individuals with pathological anxiety. The first section of the book provides a series of chapters on theoretical conceptualizations of various anxiety disorders stemming from emotional processing theory. The second section of the book overviews assessment and treatment strategies stemming from emotional processing theory, across a spectrum of specific anxiety disorders. This book also contains chapters on unique clinical applications of emotional processing theory. Through its foundational focus on defining and explicating the importance of principles as outlined in emotional processing theory, this book's significance to the future of psychological treatments of anxiety is clear. (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)     

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)     

Preventing and managing adolescent health problems.

Reviews the book, Health-promoting and health-compromising behaviors among minority adolescents by D. K. Wilson, J. R. Rodrique, and W. C. Taylor (1997). Although this book was not written specifically for the school-based practitioner, this edited volume provides a comprehensive review of the health-related behavior of diverse adolescent populations and describes empirically validated intervention and prevention models that are very useful to school mental health professionals, particularly those working in urban settings with culturally diverse youth. The editors have divided the text into four sections. The first section provides a useful theoretical framework encompassing developmental, biological, social, and cultural perspectives. The second section describes behavioral patterns among culturally diverse adolescents that compromise and promote health, including drug use, eating habits, physical activity, and sexual behavior. The third section describes several intervention models that have been demonstrated to be effective with minority adolescents. The concluding section provides insight into health policy issues impacting minority adolescents, including access to adequate health care. This volume represents an important contribution to the literature in the area of pediatric, prevention, and community psychology. Although the text generally fails to highlight sufficiently the power of the school as a protective context for adolescents, the conceptual models and examples of community-based programs presented offer the school psychologist very useful information about designing and implementing prevention and intervention programs in schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Theory and problems of adolescent development.

Reviews "Theory and problems of adolescent development," by David P. Ausubel (see record 1955-00581-000). Unlike most other books in this area, this book offers a systematic presentation of psychological knowledge woven around a dynamic point of view. It is a scholarly book written in language that makes for easy and interesting reading. The author opens his book with an organized set of arguments designed to convince his readers that there is justification for a book on the "Psychology of Adolescent Development." His major premise states that "adolescence is treated as a separate developmental period not because it covers a decade but because it spans an interval in which distinctive changes occur in a biosocial status of the human organism. The author has marshaled his psychological knowledge and psychiatric experience into a well-organized book. Dr. Ausubel quotes freely from other authors and from his own writings and research. There are extensive references contained in the bibliography at the end of each chapter. Although the author states that "this book is primarily intended as an advanced textbook in adolescent psychology for graduate students in psychology and education," it would appear that this book is written with sufficient clarity and nontechnical language to be used in any college course dealing with adolescent behavior. It would be especially desirable in clinically-oriented courses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive therapy of anxiety disorders: Science and practice.

Reviews the book, Cognitive therapy of anxiety disorders: Science and practice edited by David A. Clark and Aaron T. Beck (2009). Drs. Clark and Beck’s book Cognitive therapy of anxiety disorders: Science and practise is a comprehensive review of cognitive therapy for anxiety from its empirical theoretical foundation to its clinical application to disorders. Although the focus of the text is ultimately on the cognitive treatment of anxiety, the rich theoretical background that is interwoven throughout makes this book of interest to academics and graduate students as well as clinicians. The book is divided into three parts, each with several chapters: 1) cognitive theory and research on anxiety; 2) assessment and intervention techniques used in cognitive therapy for anxiety; and 3) the application of cognitive therapy to specific anxiety disorders (e.g., panic disorder, obsessive– compulsive disorder [OCD]). Overall, this book is an excellent resource for researchers and clinicians working in the field of anxiety disorders. The reference section alone makes it a valuable addition to one’s bookshelf, and the authors have done an excellent job of organising a vast, and at time disparate, body of research into a cohesive review of cognitive theory as it applies to anxiety. Although the treatment chapters may be a bit overly ambitious in attempting to review both the research and the application of the cognitive model to the treatment of specific disorders, the book in its entirety is clearly an essential text for those interested in obtaining a comprehensive understanding of cognitive therapy and anxiety. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Behavioral analysis of drug dependence.

Reviews the book, Behavioral analysis of drug dependence edited by Steven R. Goldberg and Ian P. Stolerman (1986). This volume brings together the main findings of basic research in behavioral pharmacology that have direct relevance to issues in drug dependence. As the editors note, the book is unique in being organized around behavioral principles rather than specific drug classes. It is also unique in making accessible a series of clearly written, well-edited summaries of the experimental literature to professionals and students who have no special background in behavioral pharmacology. I would recommend the Goldberg and Stolerman collection to researchers as well as substance abuse professionals and I think any student of substance abuse will find much of value here. The book will make a wonderful seminar at the graduate or advanced undergraduate level. Goldberg and Stolerman have succeeded in making an excellent overview of the behavioral pharmacology literature on drug dependence available to us in a single volume. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Harry Goichi Yamaguchi (1921-2002).

Reports the death of Harry Goichi Yamaguchi (1921-2002) and notes his contributions to to teaching, research, and clinical supervision and research. In keeping with his clinical experience with children and adolescents, Yamaguchi emphasized developmental psychology in his teaching. Learning theory remained the focus in his research, his publication, and his approach to clinical work. Yamaguchi's work with several professional organizations is also noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of a positive emotional state on interpretation bias for threat in children with anxiety disorders.

The authors examined the effect of a positive emotional state on interpretation bias for threat in children with anxiety disorders. Participants were 34 children with anxiety disorders and 34 children without any psychological disorders who were randomly assigned to either a positive or neutral emotion induction condition. Consistent with the broaden-and-build theory, children with anxiety disorders exhibited an interpretation bias for threat, but not when they were in a positive emotional state. Furthermore, results indicated that positive emotional state made a unique prediction of interpretation bias score, whereas state anxiety did not. Findings are discussed with reference to theory, clinical implications, and suggestions for future research. (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 Gambling problems in youth: Theoretical and applied perspectives.

Reviews the book, Gambling Problems in Youth: Theoretical and Applied Perspectives edited by Jeffrey L. Derevensky and Rina Gupta (2004). This book specifically addresses gambling problems in youth, and presents a balanced and comprehensive overview of theory, research, and treatment knowledge. Throughout the book, contributing authors draw valuable conclusions on the major issues of measurement, treatment, prevention and, social policy. This book will be valuable for practitioners, researchers, and academics interested in youth with gambling problems. One of its unintended consequences may be to increase the research capacity of the field. Its broad and compelling overview of problem gambling, as it affects young people, may well entice new researchers to the field, or refocus and draw veteran researchers into this important emerging area of endeavour. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Social development.

Reviews the book, Social development by Joan E. Grusec and Hugh Lytton (see record 1988-97350-000). There are two major criteria against which a new book must be evaluated, the degree to which it adds to the existing literature in the field and to which it meets the goals set by its own authors. On both counts, this book succeeds. Appropriately, the first section is devoted to historical, theoretical and methodological considerations. These themes are continued throughout the book. The second section of the book deals with the foundations of development: genetics and biology; temperament, attachment and early emotional development; socialization in the family and the peer group. Social development catches the reader's interest. It is ideal for senior undergraduate and beginning graduate students, and a useful resource to academics who wish an up-to-date comprehensive overview of the subject. (PsycINFO Database Record (c) 2010 APA, all rights reserved)