Review of Helping: Origins and development of the major psychotherapies.

Reviews the book, Helping: Origins and Development of the Major Psychotherapies by David R. Cole (1982). This is an unusual introductory text on two counts. It is different from most other introductions to counselling and therapy both in the breadth of the perspective it takes on the helping profession and in the depth with which it reviews the theoretical underpinnings of the humanistic view that it offers. In terms of its breadth, it provides an excellent introduction to human behaviour and the helping process in the first chapter and in the next three chapters provides the reader with an overview of the three major helping disciplines: psychiatry, psychology, and social work. In terms of depth, the author does a good job of presenting an introductory discussion of issues underlying a number of the theories reviewed. Although the book is subtitled Origins and Development of the Major Psychotherapies, it does not cover all major theories in the field but rather has a distinctive humanistic flavour. This perspective strongly colours the way in which the material is presented and leads to what many would regard as a slightly unbalanced presentation of the disciplines. In general, the book presents a very good summary of the six theories it covers under experiential and cognitive headings, paying attention to the subtleties of the approaches as well as the generalities. The book would be most useful in any introductory course on helping. It would be useful too in any course in education or any management training course in which an understanding of human relations or "personnel" concerns is required. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Applied Social Psychology: Understanding and Addressing Social and Practical Problems.

Reviews the book, Applied Social Psychology: Understanding and Addressing Social and Practical Problems edited by Frank W. Schneider, Jamie A. Gruman, and Larry M. Coutts (see record 2005-02098-000). Though I think the appeal of this text ought to extend well beyond the intended audience, Schneider et al. are marketing their book as an undergraduate level introductory text. It thus contains much of the pedagogy that instructors have come to expect in textbooks. Of course, the typical undergraduate text is written by a single author or group of authors. Schneider et al. opted for a different approach; Theirs is an edited volume, a collection of chapters written by specialists in a wide range of topic areas. Whereas it might have been natural in this case to expect problems with lack of consistency in style, organization, and content across the chapters, I was impressed by the effectiveness with which the editors maintained consistency throughout. One of the main strategies by which they achieved this level of success seems to have been by encouraging authors to use several classic theories and studies, where appropriate, in discussing the content relevant to their own areas of expertise. In total, there are 16 chapters. The first four chapters, which include an introductory chapter and chapters on theory, research methods, and intervention and evaluation, serve largely to set the context for the more focused, topic-driven material that comes later. Because this book is intended as a broad introduction to applied social psychology and because the chapters are rather short in length (20 to 25 pages on average), the coverage within any given chapter is selective rather than comprehensive in nature. I think Applied Social Psychology will make a substantial contribution as an undergraduate text--useful both as an introductory text in courses on applied social psychology and, where time will permit, as a secondary text to complement the main text in introductory or junior graduate-level survey courses on social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The study of personality: A book of readings.

Reviews the book, The Study of Personality (see record 1955-03665-000). The book is a collection of readings, consisting mainly of papers that have previously appeared in journals. The three sections of the book deal, respectively, with theory, methods, and problems. The editor's emphasis, though, is mainly methodological, and even the section dealing with theory stresses principles of theory construction rather than attempts to formulate a single logically consistent theory of personality. The reviewer feels that this collection of readings should fill the need for supplementary reading in a graduate level course dealing with nomothetic approaches to the investigation of personality, or as a supplement to a course in the theory of personality when either the instructor or a good textbook contributes a single consistent theoretical point of view. Psychologists and other social scientists will find it useful as a review of significant and more or less familiar material that should not be allowed to become lost in seldom consulted back issues of the journals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Personality theory and research: An international perspective.

Reviews the book, Personality theory and research: An international perspective by Gordon L. Flett (2007). On the whole, this is an excellent textbook. It provides a balance between discussion of theory and research, both contemporary and historical, from an international and cross-cultural perspective. It makes a special effort to highlight research contributions made by researchers in Canada and countries other than the United States. The book also emphasises the science underlying personality psychology and acknowledges the practical aspects of personality theory and research. This textbook contains 14 chapters, which are well-written, focus on interesting empirical and real-world examples, and include sections that should facilitate student comprehension. This textbook provides a good introduction to personality theory and research. It makes a convincing argument that personality matters. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Training clinical students in personality theory.

In training graduate clinical psychology students at the University of North Dakota, "Using Hall and Lindzey's Theories of Personality as a basic text, the student studies each of the major theorists and is required to write a confidential personality evaluation of himself within the framework of the theory under consideration… . Aside from making the course more meaningful personally, students are found to become more introspective and to raise questions about their role in the clinical situation without ever having been exposed to such notions as counter-transference in any formal sense. The positive transfer to the course in projective techniques is also noteworthy." The student seems to approach clinical report writing in a more mature manner; he recognizes the advantages and inadequacies of a variety of personality theories. "To us it seems that a course in personality theory is one of the most fundamental in the training of clinical psychologists and can be enriched by relating the formulations of various theorists to the personal life of the student." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Paradigms of personality assessment.

Reviews the book, Paradigms of personality assessment by Jerry S. Wiggins (see record 2004-00021-000). Wiggins' latest work is very much a must-read book for personality assessment specialists and their students. The book is unique, and important, for two reasons. First, it attempts to deliver on Personality Psychology's longstanding quest to integrate the many disparate perspectives in the field. Second, this is a multidisciplinary case study (a multitrait/multimethod analysis) of one person that combines theory and practice in a way not done before. This is a collaborative project involving eight additional contributors representing five major traditions in personality assessment. I believe the new book is destined to become another classic and a want-to-read book for many psychologists, ranging from those with a stake in the unity of scientific psychology to others who just like a good human-interest story (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Existential applications to practice: Can existentialism integrate psychotherapy?

Reviews the book, The psychology of existence: An integrative, clinical perspective by Kirk Schneider and Rollo May (see record 1994-98741-000). In light of what they see as a growing interest in existential psychology among training clinicians and researchers, Schneider and May have authored a text which introduces the existential movement and outlines clinical applications of existentialism in psychotherapy. The text's most significant contribution is the latter—the presentation of a guiding clinical framework for conducting the "existential- integrative approach" in psychotherapy. While many personality and psychotherapy texts include introductory chapters about existentialism, few discuss how therapy cases are conceptualized and conducted from an existential therapeutic orientation. This text is an important contribution to the clinical psychology training literature. In traditional clinical training programs, existential approaches to psychotherapy are often overlooked, because such approaches are viewed as purely philosophical rather than clinically applicable. Schneider and May challenge this view. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The human person, an approach to an integral theory of personality.

Reviews the book, The human person, an approach to an integral theory of personality by Magda B. Arnold and John A. Gasson (see record 1954-08273-000). Most of the chapters of this book were originally given as papers at the Barat College Workshop in Personality in 1951. Nine are by various Catholic psychologists; the remaining ten by the authors supplement and extend the series. The entire volume represents an approach to personality based on certain underlying religious and philosophical assumptions concerning the nature of man. The authors suggest this volume may be used as a primary text for courses in personality. It is doubtful whether it would be accepted in the usual secular college or university. However, the specifically Catholic emphasis is not great; if the factual material usually found in a text were supplied from some other source, religious institutions of other kinds, e.g. theological seminaries, schools of divinity, might find it useful, congenial, and challenging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychology: A Story of a Search.

Reviews the book, Psychology: A Story of a Search by W. Lambert Gardiner (1970). The author, an Assistant Professor of Psychology at Sir George Williams, admits in his Preface that he sometimes doubts whether this is, in fact, a text in introductory psychology. He hopes that it is, and suggests that it might be used as a complement to a more conventional data-text. Certainly it has few of the characteristics by which we have come to recognize introductory texts. It might most accurately be described as basic background material for the more conventional volumes characteristically used in the first course. Its most positive attribute is its readability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Review of major theories of personality disorder.

Reviews the book, Review of major theories of personality disorder edited by J. Clarkin and M. Lenzenweger (see record 1996-97764-000). This book provides a comprehensive review of several major theories of personality disorder that exist today. With most studies examining specific aspects of the assessment and diagnosis of personality disorders, the editors hope to fill a void in contemporary work by presenting several broad theoretical frameworks. Some of the approaches to personality disorders discussed include the cognitive model, psychoanalytic approach, interpersonal theory, evolutionary theory, and a neurobiological framework. The reviewers note that although this variety provides a broad spectrum of approaches, it fails to integrate the different models. However, overall, the reviewers believe that this is a solid text that provides new information and divergent views. This book may be useful to academic psychologists who are interested in learning the theoretical underpinnings of different approaches to personality disorder. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Approaches to psychology.

Reviews the book, Approaches to Psychology by John Medcof and John Roth (Eds.) (1979). The preface of Approaches to Psychology states that standard psychology texts do not meet the needs of instructors teaching one-semester courses to students taking psychology as an adjunct to their own field of study. According to Medcof and Roth, standard texts do not fill these needs because they are too long and students often perceive the information as a disjointed collection of conflicting theories and findings. In addition, they claim that students who are taking Psychology as an adjunct to their own field are not interested in rats and other non-human organisms. To correct what they perceived as deficiencies in standard texts they chose to write this book as a text that was brief, stressed human behavior and was coherent. Although the individual chapters are well written, the reviewer feels that Approaches to Psychology fails to meet its goals. It is not necessarily brief nor does it present a coherent picture of psychology. He recommends that professors who are selecting a text for a one semester course in general psychology would be wise to consider some of the short versions of standard texts. These texts, in spite of their difficulties, would provide students with a better overall picture of the field of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Personality, identity, and character: Explorations in moral psychology.

Reviews the book, Personality, identity, and character: Explorations in moral psychology edited by Darcia Narvaez and Daniel K. Lapsley (see record 2009-19087-000). The goal of the book is to begin to build an integrative approach to problems of morality. The thematic focus of the book is the examination of morality within the context of personality, identity, and character. The editors wisely do not call for a grand theory of morality, but instead recognise that readers who have thought about morality within the confines of their own approaches would benefit from the opportunity to learn how those with other disciplinary or subdisciplinary perspectives deal with their facets of the problem. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Review of Statistical methods for the behavioral sciences.

Reviews the book, "Statistical Methods for the Behavioral Sciences" (see record 1955-03287-000) by Allen L. Edwards. This book is outstanding among the increasing number of texts designed to develop applied statistical competence in the perennially mathematics-free student of psychology, education, or sociology. Writing in conversational style, the author unfolds an extensive array of topics with maximum palatability and minimum sacrifice of modern statistical rationale. Over and above the usual material, Edwards provides many attractive features not commonly found in the introductory text. Among these are sections on nonlinear curve fitting, the power function in tests of significance, and one-tailed vs. two-tailed tests of significance. The reviewer feels that the most valuable special feature of the book is the extensive presentation of nonparametric methods, a number of which are described in the same chapter with the analogous classical method while others are discussed in a final chapter on significance tests for ranked data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The science of learning disabilities.

Reviews the book, The science of learning disabilities, by K. A. Kavale and S. R. Forness (1985). Kavale and Forness assert that the field of learning disabilities has become a pseudoscience. They state that the purpose of their book is to demonstrate how the field of learning disabilities strayed from its scientific course and suggest how it can regain its scientific status. To accomplish their goals, the authors emphasize the importance of scientific inquiry, the history of the learning disabilities field, and possible solutions to the problems they depict as currently being characteristic of the field. The field of learning disabilities, they assert, strayed from the scientific method by emphasizing empirical associations per se without the proper formulation of theories regarding learning disabilities. The authors fulfill their stated goals of describing how many in the learning disabilities field drifted away from the scientific method and by outlining how the field can regain its scientific status. The review of the history of the learning disabilities field is comprehensive and informative. This book is written in a scholarly, unemotional style. Although its exploration of the scientific method, that forms the basis of the authors' arguments, is simple and consistent with that provided in most introductory texts in the sciences, the authors' discussions of research findings are, at times, complex. Readers who are not familiar with meta-analytical techniques are encouraged to obtain some familiarity with these before reading this book. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Textbook of psychology (fourth edition).

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

Review of Personality styles and brief psychotherapy.

Reviews the book, Personality styles and brief psychotherapy by Mardi Horowitz, Charles Marmar, Janice Krupnick, Nancy Wilner, Nancy Kaltreider, and Robert Wallerstein (1984). This book by Horowitz and his colleagues falls in the category of psychodynamic psychotherapy, and in fact lies very close to the heart of traditional, but updated, forms of psychoanalytic psychotherapy. Clinicians who have attempted to master ego-analytic psychotherapy will recognize key concepts in this book that are germane to traditional therapy. These include: stressful events that precipitate psychopathology in specific personality types; the concept of wish, defense, and the dynamic compromise behavior/attitude; patterns of defensive organization and cognitive style typical of personality types; therapeutic tactics related to those personality patterns; and the triad of insight-transference relationship, current relationships, and parental relationships. Horowitz's book has value for a number of overlapping purposes. It should be included in a course on short-term therapy, it is an up-to-date and sophisticated review of personality theory, it is important in the empirical refining of psychodynamic technique, short- or long-term, and it is essential for an understanding of how psychotherapy research is indeed beginning to have a significant impact on psychotherapy theory and technique. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The psychology of sport: the behavior, motivation, personality and performance of athletes, 2nd edition.

Reviews the book, The psychology of sport: the behavior, motivation, personality and performance of athletes, 2nd edition by Dorcas Susan Butt (1987). The book discusses: a motivational model; the nature of the athlete and his/her adaptation; athletes' personality; assisting the athlete; practices and issues in consultation; and social values and sport. In summary, theory and research on sport psychology is well integrated in this book. This is accompanied by an abundance of anecdotal data and case studies that make enjoyable reading. This book is an invaluable addition to a sport consultant's collection and would be well received by students if adopted as a course text in sport psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)