Review of Critical psychology: An introduction.

Reviews the book, Critical psychology: An introduction edited by Dennis Fox and Isaac Prilleltensky (see record 1997-08663-000). The subtitle of this book implies that it is written for readers unfamiliar with critical approaches to psychology, but it should attract the attention of the already-critical professional as well as the beginner. The student making a first acquaintance with critical psychology will find this book to be a valuable primer, one that synthesizes a large amount of information while avoiding much of the jargon that often weighs down critical methodologies. The book consists of 19 chapters, organized into four sections. Section one, "Critical Overview," gives a general overview of critical methodologies. Section two, "Critical Arenas," is a collection of critiques of established fields in psychology. A third section on "Critical Theories" suggests experimental and novel ways to study psychology, such as hermeneutics, discourse analysis, and feminist research. In the final section, "Critical Reflections," one can perhaps best see the editors' commitment to keeping critical psychology an open system. The editors' decision to end the volume with a reflexive, critical examination of itself, rather than a simple summary, is a large part of what holds this book together. Even if one admires the editors' ability to unite so many different perspectives under the common banner of critical psychology, they have not done so in a manner that treats all psychologies equally. Yet, despite this minor blemish, the book remains a solid piece of work, one that is often inspiring. (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 Reconcilable differences.

Reviews the book, Reconcilable differences by Andrew Christensen and Neil S. Jacobson (see record 1999-04347-000). Christensen and Jacobson have written a book for couples in conflict. The book is presented as a self-help guide to aid couples in accepting incompatibilities and in developing greater intimacy. The emphasis is upon the development of compassionate acceptance, quite a departure from what one might expect from these authors. The authors maintain that when couples get embroiled in blame, hurt, withdrawal, and continuing argument, intimacy seems out of reach. The natural inclination is to try to change the partner-which often makes the conflict worse. The book's thesis is that acceptance is a way out of this impasse. The book is divided into four parts. Part I, "The Anatomy of Arguments," describes and analyzes many, many (perhaps too many) relationship conflicts. The six chapters are written to help the reader understand the principles of arguments and to apply the principles to his or her own conflicts. Part H, "From Argument to Acceptance," strikes to the heart of the authors' therapy and shows the ways a couple can learn acceptance of each other. Part III, "Deliberate Change through Acceptance," continues with the acceptance theme but illustrates how changes can occur. Part IV contains two outlier chapters, one on violence, infidelity, and emotional abuse where acceptance is not the recommended way to go, and the other on getting professional help. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Community Psychology: In Pursuit of Liberation and Well-being.

Reviews the book Community Psychology: In Pursuit of Liberation and Well-being, edited by Geoffrey Nelson and Isaac Prilleltensky (2005). As their subtitle suggests, the authors are concerned with many matters beyond a mental health focus. Although they modestly describe themselves as "editors," Nelson and Prilleltensky actually wrote most of the book, with only Parts 5 and 6 devoted to the work of others. In Part I, the authors introduce their project for community psychology, offering "issues, values, and tools for liberation and well-being." In Part II, "Values, Principles, and Conceptual Tools," the authors talk about sources of values and the way values are chosen to inform research and action. Part III, "Tools for Action," is devoted to interventions at various levels: social, organizational, small group, and individual. In Part IV, the authors present "Tools for Research." Part V presents diverse topics that include marginalization; globalization, poverty, and social justice; colonization and racism; immigration, adaptation, and the challenges of cultural diversity. Part VI, a final "look toward the future," talks about the new aims and definitions of community psychology presented by this text. This books is one of those rare texts that fully meets the twin purposes of providing ideas for the mature community psychologist as well as working as a text for advanced students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Essentials of abnormal child psychology.

Reviews the book, "Essentials of abnormal child psychology," by Ernest Harms (see record 1954-06156-000). This is one of the most unorthodox books in the field of psychology the reviewer has seen in a long time. From the title one would expect a systematic treatment of the psychopathology of childhood; what one actually finds is a series of independent articles. Much of the material presented is intriguing because of its novelty. Harms' first major contribution to an original look at this field is the concept of paternus and materna as a substitute for Freud's infant sexuality and Oedipus. They represent the aboriginal relationship of a human child to his parents. The author also discusses childhood schizophrenia and hysteria, the burden of which is that these conditions are frequently misdiagnosed. Another "new concept" presented by Harms is that of ego inflation and ego deflation. "The most important contribution this volume makes to the field," says Harms, is the chapter on the Mignon Neurosis (a one-sided developmental pattern in which the child wants to grow up faster than he can). The work is divided into two parts, and Part II deals with Diagnostic and Therapeutic Procedures. After detailed discussion of child art as diagnostic means, we find presentations of original therapeutic approaches such as Transitional Therapy, Autogentic Therapy, and Substitution Therapy. There also are chapters on the incorrect diagnosis of feeblemindedness, education of the mentally retarded, and brief child guidance treatment. The book is original, provocative, and provoking. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Personology: Method and content in personality assessment and psychobiography.

Reviews the book, Personology: Method and content in personality assessment and psychobiography by Irving E. Alexander (see record 1990-97879-000). The subtitle accurately specifies the scope of this volume, and the title, Personology, identifies the book with the tradition of Henry A. Murray and the Harvard Psychological Clinic, which focused on idiographic, holistic, psychodynamic personality assessment. The book is relevant to modern psychoanalysis in two distinct ways. On one hand, it attempts, with unusual success, to systematize the principles of psychodynamic interpretation that are common to many versions of psychoanalysis ("method" in "personality assessment," in the book's title). On the other hand, it applies these principles to illuminate salient ways in which the inner lives of major contributors to psychoanalytic theory (Freud, Jung, and Sullivan) may have shaped their theoretical contributions (i.e., "content" and "psychobiography" in the title). The psychobiographical chapters should fascinate readers already familiar with biographical studies of these Olympian innovators, and because of the general familiarity of the terrain, the chapters serve very well the didactic purpose of illustrating how personological inference is done. Recent polemics have made much of the hermeneutic approach to human psychology, as alternative to scientistic positivism, but not very much is being written on how to do hermeneutics, and little has been produced to show that it is worth doing. Personology is therefore a rare contribution that deserves to be widely read and pondered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Creativity: Theories and themes: Research, development, and practice.

Reviews the book, Creativity: Theories and themes: Research, development, and practice by Mark A. Runco (see record 2007-00543-000). This book consists of 11 chapters with the following titles: "Cognition and Creativity," "Developmental Trends and Influences on Creativity," "Biological Perspectives on Creativity," "Health and Clinical Perspectives," "Social, Attributional, and Organizational Perspectives," "Educational Perspectives," "History and Historiometry," "Culture and Creativity," "Personality and Motivation," "Enhancement and the Fulfillment of Potential," and "Conclusion: What Creativity Is and What It Is Not." Beyond this all-encompassing content, the volume is crammed with illustrations and with all those "boxes" that are so characteristic of introductory textbooks in psychology. Each chapter also begins with appropriate quotations and a didactic "Advanced Organizer." Finally, Runco closes with 63 pages of references and a 15-page subject index. The reviewer has one major complaint: Runco seems to have adopted an "open the floodgates" approach that sometimes results in the almost willy nilly insertion of ideas and material. One consequence of this tendency is that the illustrations and boxes are at times less useful than they ought to be. Another repercussion of Runco's leave-nothing-out approach is that it occasionally leads to the presentation of ideas with minimal if any discussion or commentary. The reviewer does assert though, that for someone in the market for a text for use in an introductory creativity course, a book that is wide-ranging and most current, Runco's Creativity is a good choice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Preparing for graduate study in psychology: 101 questions and answers.

Reviews the book, Preparing for graduate study in psychology: 101 questions and answers by William Buskist and Caroline Burke (2006). The book is broken down into a number of chapters organized in a chronological manner, starting with the fundamentals of what graduate school is like and how to choose a specific program. It then proceeds to more specific pieces of information, including the GRE, details on the application and interview process, and finishes with a timeframe on how to organize one's first year of graduate studies. Each of these chapters is formatted as a series of key questions, followed by detailed answers related to the overall theme of the section. Also included in this edition are very useful appendices that include a glossary of terms, a sample vitae, and letters of intent. The last chapter, entitled "The First Year: Thriving, Surviving and Other Essentials," tackles issues related to how to decide on a graduate mentor, when to choose a thesis committee, switching programs during graduate school, and most intriguingly, how to not "wash out" of the program. The reviewer highly recommends this book as he believes it will almost certainly ease a student's transition from undergraduate to graduate studies in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The cultural psychology of the self.

Reviews the book, The cultural psychology of the self by Ciaran Benson (see record 2001-00374-000). This is a book rich in insight, deep in significance and, inevitably, marked by assumptions and interpretations subject to gentle disagreement. It is precisely because of its manifest assets that points of disagreement need to be highlighted. In this review I will address criticism only to the first half of the book, the criticism being more by way of an introduction to the issue than the suggestion of a settled position on it. I confine criticism to the first half not because of limited space. Rather, the foundational chapters on which the balance of the book's arguments depend are given in Part I. Part II then stands as an elevated and elevating "applied psychology of the self" resting on these very substantive and theoretical foundations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The transformation of psychology: Influences of 19th-century philosophy, technology, and natural science.

Reviews the book, The transformation of psychology: Influences of 19th-century philosophy, technology, and natural science edited by Christopher D. Green, Marlene Shore, and Thomas Teo (see record 2001-01476-000). In the following review, I have found it convenient to divide the 11 chapters of this volume into three groups, one devoted to the philosophy of psychological science, one devoted to theoretical and biological psychology, and one devoted to applied psychology. The first of these groups contains chapters by Andrew S. Winston on Ernst Mach, by Charles W. Tolman on G. W. F. Hegel, and by Thomas Teo on Karl Marx and Wilhelm Dilthey. The second grouping of chapters is concerned with theoretical/biological psychology and includes five contributions. The final group of chapters concerns applied psychology. What I liked most about this book was the genuinely innovative character of every chapter; there is no "old hat" stuff anywhere. The editors and contributors are to be congratulated on a fine and timely work of scholarship. (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 Gender dysphoria: Development, research, management.

Reviews the book, Gender dysphoria: Development, research, management edited by Betty W. Steiner (1985). The term gender dysphoria is attributed to Fisk (1973) and is described in the introductory chapter as a diagnostic label much broader than transsexualism. It refers to those who, "at one time or another, experience sufficient discomfort with their biological sex to form the wish for sex reassignment". However, when one compares the DSM-III definition of transsexualism as "a persistent sense of discomfort and inappropriateness about one's anatomic sex and a persistent wish to be rid of one's genitals and to live as a member of the other sex", one is left bewildered as to how the concept of gender dysphoria is broader than the diagnostic category of transsexualism. One's bewilderment is more likely to wax than wane when, in subsequent chapters (including two by the editor herself), the term gender dysphoria is rejected in favour of such terms as transsexualism, cross-gender identification, gender disorder, and gender-identity disturbance. Even in the final "personal perspective" chapter, the editor asserts that "This book has been an attempt to bring together in a cohesive whole some of the recent work that has been, and continues to be, done in transsexualism and gender identity". The book, however, is not altogether without merit. There are two noteworthy chapters. One is an intriguing, thought-provoking treatise by Hoenig on the aetiology of transsexualism. The other is Zucker's impressive literature review of crossgender-identified children. Those two chapters, interestingly, are alloted one-fourth of the entire book. The remaining thirteen chapters are left to vie for the remaining pages. The disappointments I encountered with this book reminded me of a Bahamian cruise I was recently fortunate enough to enjoy. At one of the midnight buffets I eagerly chose a pastry that looked somewhat like a cream puff. It was not until I bit into it that I discovered it was void of whipping cream. The shell itself was tasty, but I had expected so much more. Perhaps it is appropriate to compare Steiner's volume to a buffet. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of A History of Western Psychology.

Reviews the book, A History of Western Psychology by David Murray (No Year Specified). According to Marshall, this book is intended as a text for a full-year course on history, systems, and twentieth century developments in psychology. The 400-page book covers psychological ideas "from Plato through NATO," and it does so briskly. Two chapters are devoted to ancient and medieval ideas, two to subsequent events until the nineteenth century, and four to nineteenth century developments; Gestalt, behaviourism, and psychoanalysis are given separate chapters; and two terminal chapters are devoted, respectively, to new directions until 1940 and eclectic psychological developments up to 1980. There are two salient features which distinguish the book in addition to its attention to both ancient and contemporary psychology. The first is that, throughout, it relies strongly on an interpretation and presentation of primary sources rather than on a gathering of already published compendia. Another example is Murray's treatment of Spencer, Lewes, Carpenter, Lubbock, and Romanes. Murray's work and frequent quotations from original sources leave the reader with the lively sense of being in touch with the original authors' intents and styles. A shortcoming which stems from this same insistence on original interpretation of primary sources is that the reader sometimes does not benefit from the work of other recent and more detailed scholarly interpretations. The second salient feature of the textbook is that it is unabashedly internalistic. It refers only superficially to the contextual features of the intellectual and sociopolitical cultures which, variously, fostered or retarded psychology, first when it existed only as a bundle of ideas, then later when it emerged as a disciplinary institution. There are no references to historical methodology, and this illustrates the fact that Murray's book is just not methodologically self-conscious at all. Without apology, Murray is interested in showing the succession of psychological ideas, with little concern for explaining how they happened that way. However, Marshall notes that this book also provides some excellent learning and memory aids for students untutored in history and, perhaps, uninterested in history for its own sake. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Drugs, society, and human behavior (fourth edition).

Reviews the book, Drugs, society, and human behavior (fourth edition) by Oakley Ray and Charles Ksir (1987). This book balances experimental psychopharmacology, clinical problems, and social issues in the study of drugs and behavior. It begins with a discussion of drugs in society and describes how one society (U.S.A.) has responded to drugs as a social problem through regulation. The next three chapters turn to the basics of neurophysiology, drug categories, and the pharmacology of drug action. They are presented quite clearly and appealingly to students with no background and little previous interest in the biological side of psychology. Succeeding chapters deal with specific categories of drugs: stimulants, sedative/hypnotics, alcohol, nicotine, caffeine, "over-the-counter" drugs, psychotherapeutics, "narcotics," hallucinogens, and cannabis. The next two chapters deal with prevention and treatment. The final chapter is aptly titled "A Rational Look at Drug Use." There are some serious gaps, some important areas which are ignored or only mentioned tangentially. There are also some missed opportunities, some areas that are touched on when they should be explored. However, the writing style is clear, coherent, and engaging. Ray and Ksir want to teach students about drugs--how they act and how they affect us as individuals and a society. In this sense, students learn a lot and emerge with a balanced, knowledge-based set of perspectives on drugs. This is certainly a laudable goal in the present sociopolitical climate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Multiculturalism in Canada: Social and educational perspectives.

Reviews the book, Multiculturalism in Canada: Social and educational perspectives edited by Ronald J. Samuda, John W. Berry, and Michel Laferriere (1984). The editors have managed to put together an impressive collection of contributors and contributions. Their stated aim is "to cover the entire spectrum of potential factors related to multiculturalism" and they "feel sure that this volume will meet the needs of teacher educators...inservice training...and teacher training in the foundations of multicultural education" (p. vii). The volume is divided into five parts. Part one contains chapters under the rubric of Policies of Multiculturalism. Part two contains five chapters under the rubric of Attitudes toward Multiculturalism. Part three contains six chapters under the rubric of Language in a Multicultural Society. Part four contains eight chapters under the rubric of Adaptation to a Multicultural Society. Part five contains six chapters under the rubric of Assessment and Counselling in Multicultural Society. In sum, this volume contains many fine individual chapters. Students and professors can pick through them and find the ones best suited for their unique purposes. When taken as a whole, however, the volume represents an ethos which is probably irreconcilable with a genuine multiculturalism. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of social psychology.

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

Review of 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)     

Review of Motivation and personality.

Reviews the book, Motivation and personality by A. H. Maslow (1954). As indicated in the preface, "this book was started during the years 1935-1936 and was intended to be a systematic psychology of the older type." Thirteen of the eighteen chapters appeared as separate articles although the author did have an over-all plan into which these separates did fit. There have been only slight changes in the chapters in the preparation of this publication because the author felt that his thinking has "stood up very well." The opening chapter has as its thesis the importance of taking into account the scientist as well as the science, and is followed by a second chapter with a related theme. The third chapter, titled "Holistic-Dynamic Theory in the Study of Personality" is described by the author as being "already somewhat dated." The fourth chapter is titled "Preface to Motivation Theory" and presents some vital concepts such as treating the individual as a whole. In the following chapter, "A Theory of Human Motivation," the author makes the point that "The organism is dominated and its behavior organized by unsatisfied needs." This chapter is followed by one in which the author re-evaluates the instinct theory. Subsequent chapters discuss love and self-actualization. The reviewer reports that overall, the general style of the book as a whole is pleasant in its personal quality and sincerity. It is easy to see how as individual articles, the sections could have been interesting points of departure for discussion, but the assembling of these does not result in an integrated approach nor the "systematic psychology" which the author mentions. (PsycINFO Database Record (c) 2010 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)