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Nessa, Coyle, ed. The nature of suffering and the goals of nursing. Oxford: Oxford University Press, 2008.
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The Goal of B.F. Skinner and Behaviour Analysis (Recent Research in Psychology). Springer-Verlag Berlin and Heidelberg GmbH & Co. KG, 1990.
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Martin, Jeffrey J. Achievement Goal Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0018.
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Similar to achievement motivation theory (AMT), achievement goal theory (AGT) has a long history in sport psychology research. This chapter discusses the origins of AGT, followed by a review of AGT research in disability sport. AGT is based in how athletes define success, and most of the work in this area has been done with the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Lots of disability sport research has involved researchers asking athletes to complete the TEOSQ and then differences in groups (e.g., disabled athletes versus able-bodied athletes) have been examined. In contrast to AMT research, climate scales paralleling the orientation scales have been developed, allowing researchers to investigate if task climates promote well-being. Most of the findings regarding both task and ego orientations and climates support what is known in able-bodied sport: both task orientations and climates are adaptive and positively linked to other positive psychological constructs and negatively linked to negative constructs. Researchers in disability sport should consider research on avoidant goals and states of goal involvement that result from both orientations and climates.
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Martin, Jeffrey J. Achievement Motivation Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0017.
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There is a long history of research in sport psychology examining achievement motivation theory (AMT). This chapter traces the development of achievement motivation research in sport and then reviews AMT research in disability sport. Most of the research in sport and disability examines competitive orientation, which is the sport-specific version of achievement motivation. In particular, research based on Gill and colleagues’ work has used the Sport Orientation Questionnaire (SOQ), which enables researchers to assess competitiveness, goal orientation, and win orientation. Much of the research in disability sport has had modest goals of examining the three dimensions of the SOQ to determine if they differ in regard to able-bodied versus disability groups, acquired versus congenital disabilities, more versus less experienced athletes, and gender differences. Often researchers have found no or minimal differences and no practical ramifications. Researchers are urged to examine contemporary research questions that have grown out of work in this area, such as avoidant goals and the achievement motivation climate.
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Rand, Kevin L. Hope, Self-Efficacy, and Optimism. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.4.
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This chapter reviews the conceptual similarities and differences among Snyder’s (1994) hope, Carver and Scheier’s optimism, and Bandura’s self-efficacy. Unlike optimism, hope is focused on beliefs about the self. Unlike self-efficacy, hope is a generalized belief and involves the determination to achieve one’s goals. This chapter also reviews the existing empirical literature, which shows that hope, optimism, and self-efficacy are structurally distinct and differentially related to important life outcomes, including psychological adjustment, coping, and goal-directed performance. The chapter concludes with a discussion of further research needed to clarify the causal relationships among hope, optimism, and self-efficacy and to differentiate hope from other positive psychology constructs.
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Shabani-Jadidi, Pouneh. Psycholinguistics. Edited by Anousha Sedighi and Pouneh Shabani-Jadidi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198736745.013.17.
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Psycholinguistics encompasses the psychology of language as well as linguistic psychology. Although they might sound similar, they are actually distinct. The first is a branch of linguistics, while the latter is a subdivision of psychology. In the psychology of language, the means are the research tools adopted from psychology and the end is the study of language. However, in linguistic psychology, the means are the data derived from linguistic studies and the end is psychology. This chapter focuses on the first of these two components; that is, the psychology of language. The goal of this chapter is to give a state-of-the-art perspective on the small but growing body of research using psycholinguistic tools to study Persian with a focus on two areas: presenting longstanding debates about the mental lexicon, language impairments and language processing; and introducing a source of data for the linguistic analysis of Persian.
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Trout, J. D. Understanding and Fluency. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190469863.003.0012.
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Philosophy and psychology appeal to a sense of understanding, typically a feeling invoked to explain people’s choices. ‘Understanding’ seems loosely associated with properties like transparency (things we understand we can also introspect), or voluntary (cognitive) control (things we understand we can turn over in our mind). Research on attention and memory shows that many candidate cases of understanding lack properties like transparency and voluntary control. In fact, ‘understanding’ may denote an unprincipled stew of states, processes, capacities, and goals that are only occasionally present when philosophers, and ordinary folks, apply the term or concept. A unified account of understanding might be valuable, but understanding isn’t a natural kind or defined by a set of necessary and sufficient conditions. Any unity we find in understanding comes not from the involvement of common mechanisms across diverse cases, but rather of messy cognitive activities in the common goal of pursuing the truth.
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Dollar, Jessica M., and Susan D. Calkins. Developmental Psychology. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.2.
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This chapter considers the study of developmental psychology, with a focus on the acquisition of age-appropriate social and emotional skills from infancy through adolescence and its role in child and adolescent mental health and social adjustment. In particular, our goals are to (a) provide a discussion of leading relevant developmental theories; (b) describe important dimensions of social and emotional development from infancy through adolescence at the behavioral and biological levels and within the context of interpersonal relationships; (c) provide a selective review of the associations between emotion regulation abilities, social adjustment, and indicators of early psychopathology; and (d) discuss challenges for future research in the field of developmental psychology, focused on social and emotional research that may inform our understanding of the development of mental health challenges for children and adolescents.
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Allen, Timothy A., and Colin G. DeYoung. Personality Neuroscience and the Five Factor Model. Edited by Thomas A. Widiger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199352487.013.26.
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Personality psychology seeks both to understand how individuals differ from one another in behavior, motivation, emotion, and cognition and to explain the causes of those differences. The goal of personality neuroscience is to identify the underlying sources of personality traits in neurobiological systems. This chapter reviews neuroscience research on the traits of the Five Factor Model (the Big Five: Extraversion, Neuroticism, Openness/Intellect, Conscientiousness, and Agreeableness). The review emphasizes the importance of theoretically informed neuroscience by framing results in light of a theory of the psychological functions underlying each of the Big Five. The chapter additionally reviews the various neuroscientific methods available for personality research and highlights pitfalls and best practices in personality neuroscience.
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Carter, J. Adam, Andy Clark, Jesper Kallestrup, S. Orestis Palermos, and Duncan Pritchard. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198801764.003.0001.
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Between 2013 and 2016, Edinburgh’s Eidyn research centre hosted the AHRC-funded Extended Knowledge (AH/J011908/1) project (http://www.extended-knowledge.ppls.ed.ac.uk/). The papers presented in this volume are the direct or indirect products of workshops, conferences, and impact events held at the University of Edinburgh under that umbrella. The project’s main team consisted of the present editors, but the project itself comprised an international, interdisciplinary network spanning epistemology, philosophy of mind, cognitive science, cognitive and social psychology, computer science, Web science, and cybernetics. The goal was to provide, for the first time, a systematic exploration of the various ways of “externalizing” knowledge....
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Kasperbauer, T. J. Managing Moral Psychology for Animal Ethics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190695811.003.0008.
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This chapter makes practical suggestions for managing moral psychology for ethical goals. It does so by looking at interventions aimed at 1) altering human psychology and 2) restricting the impact of morally objectionable psychological biases. The chapter provides justification for intervening to change people’s attitudes toward animals, within the context of debates over the permissibility of “nudges.” Empirical research on reducing bias between groups of human beings is discussed in order to inform proposals for changing attitudes to animals. Classic moral goals in animal ethics are also discussed, with an eye toward how these goals could be assisted by having a better understanding of moral psychology.
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Waldmann, Michael R., ed. The Oxford Handbook of Causal Reasoning. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.001.0001.
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Causal reasoning is one of our most central cognitive competencies, enabling us to adapt to our world. Causal knowledge allows us to predict future events, or diagnose the causes of observed facts. We plan actions and solve problems using knowledge about cause-effect relations. Without our ability to discover and empirically test causal theories, we would not have made progress in various empirical sciences. In the past decades, the important role of causal knowledge has been discovered in many areas of cognitive psychology. Despite the ubiquity of causal reasoning, textbooks of cognitive psychology have neglected this growing field. The goal of The Oxford Handbook of Causal Reasoning is to fill this gap. The handbook brings together the leading researchers in the field of causal reasoning and offers state-of-the-art presentations of theories and research. It provides introductions of competing theories of causal reasoning, and discusses its role in various cognitive functions and domains. The final section presents research from neighboring fields.
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Shockley, Kristen M., and Winny Shen. Couple Dynamics. Edited by Tammy D. Allen and Lillian T. Eby. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199337538.013.10.
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Drawing from disciplines as varied as sociology, economics, psychology, family studies, political science, demography, and women’s studies, research on the division of labor comes from a rich, interdisciplinary tradition. Despite obvious links between division of paid and unpaid labor between spouses and work–family variables, particularly around issues of gender and parenthood, organizational scholars have been largely absent from this conversation. The purpose of this article, therefore, is to synthesize the recent division of labor literature, focusing on research from the past decade and a half (2000–2014), with the goal of highlighting connections between division of labor research and theories, constructs, and questions of interest to organizational scholars to facilitate integration and future research. Specifically, this article reviews common measurement methods, theoretical perspectives, correlates (antecedents and consequences), and macroor cross-national (i.e., values and policies) influences on the division of labor.
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Gustafsson, Henrik, Leslie Podlog, and Paul Davis. Hope and Athletic Performance. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.17.
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A substantial body of empirical work has demonstrated links between hope and positive psychosocial functioning within the general field of psychology. Surprisingly little attention has been paid to the importance of hope within the athletic domain. The minimal research that does exist suggests that hope is associated with enhanced athlete well-being and performance. The reasons for such associations, however, remain uncertain. Potential mechanisms underlining the hope–performance relationship may include more efficacious goal-setting practices, increased effort, diminished anxiety, and enhanced pain tolerance. Further research is needed to elucidate potential mediators of the hope–performance relationship, the antecedents of hope, the implications of hope for individual and team performance, and the value of hope interventions in augmenting athlete well-being, coping, and athletic performance.
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Shorey, Hal, Steven Bisgaier, and Scott Thien. Attachment Processes and the Social/Developmental Bases of Hope. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.28.
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Theory and research support a developmental model of hope, wherein hope is formed in the context of secure attachment to supportive parents in childhood. This chapter reviews the literature and articulates the many biopsychosocial processes involved in instilling a secure attachment style and the hopeful cognitive processes that go with it. In so doing, it highlights the critical balance between exploratory and attachment systems, with the need for approach-oriented goal pursuits on the one side and having a secure base to retreat to on the other. It demonstrates how both functions (exploration and attachment/proximity-seeking) are needed for hope to flourish and highlights key elements needed for use in resiliency and intervention efforts as well as for research on developmental positive psychology.
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Okazaki, Sumie. Culture, Psychology, and Social Justice: Toward a More Critical Psychology of Asians and Asian Americans. Edited by Phillip L. Hammack. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.13.
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Asian Americans and Asians, particularly from East Asian nations, have been central subjects of various cultural psychology and cross-cultural psychology research. Theoretical and empirical work with Asians and Asian Americans have made significant contributions toward moderating the cultural ethnocentrism of American psychology and legitimizing culture as an important consideration in psychology. However, persistent efforts to identify “cultural differences” that rely heavily on the theory of Individualism-Collectivism as an explanatory variable and equating ethnicity and nationality with “culture” have had an inadvertent effect of homogenizing Asians and Asian Americans to the exclusion of important within-group variations and contextual and situational variables. I propose a research agenda for cultural psychological research that would promote goals of social justice for diverse populations.
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Stern, Stephanie M., Daphna Lewinsohn-Zamir, and Linda J. Demaine. The Psychology of Property Law. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479835683.001.0001.
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The Psychology of Property Law considers how research in psychology offers new perspectives on property rules and doctrines, and suggests avenues of reform. The book explains how assumptions about human judgment, decision making, and behavior have shaped different property laws and examines to what extent these assumptions are supported by the research. Employing key findings from psychology, the book considers whether property law’s goals and justifications for various property doctrines could be achieved more successfully with different rules. In addition, the book highlights property laws and conflicts that offer productive areas for further behaviorally informed research. The book critically addresses several topics from property law for which psychology has a great deal to contribute. These include ownership and possession, legal protections for residential and personal property, takings of property by the state, redistribution through property law, real estate transactions, and discrimination in housing and land use. Turning to remedies, the book discusses how psychology can inform legal debates over the desirability of property rules versus liability rules, and in-kind remedies versus monetary ones.
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Geher, Glenn, and Nicole Wedberg. Positive Evolutionary Psychology. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190647124.001.0001.
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Positive evolutionary psychology is essentially the use of evolutionary psychological principles and research to help advance the goals associated with positive psychology. Positive psychologists focus on ways that we can advance the lives of individuals and communities by focusing on factors that increase positive outcomes such as life satisfaction and happiness. Evolutionary psychology uses the principles of evolution, based on Darwin’s understanding of life, to help shed light on any and all kinds of psychological phenomena. Positive evolutionary psychology, thus, is the use of Darwin’s big idea to help people and communities experience more positive and fulfilling lives. Across 11 chapters, this book (a) describes the basic ideas of both evolutionary and positive psychology; (b) elaborates on the integration of these two fields as a way to help advance the human condition; (c) discusses several domains of human functioning from the perspective of positive evolutionary psychology; and (d) looks with an eye toward the future of work in this field. Over the past few decades, evolutionary psychologists have begun to crack the code on such phenomena as happiness, gratitude, resilience, community, and love. This book describes these facets of the human experience in terms of both (a) their evolutionary origins and (b) how we might guide people to optimally experience such positive phenomena in their everyday lives.
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Platow, Michael J., S. Alexander Haslam, and Stephen D. Reicher. The Social Psychology of Leadership. Edited by Stephen G. Harkins, Kipling D. Williams, and Jerry Burger. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199859870.013.14.
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Leadership is the process of influencing others in a manner that enhances their contribution to the realization of group goals. We demonstrate how social influence emerges from psychological in-group members, particularly highly in-group prototypical ones. Through leader fairness, respect, and other rhetorical behaviors, leaders become entrepreneurs of identity, creating a shared sense of “us.” Personality research reveals contextual variability in correlations with leadership outcomes, suggesting that situational parameters exert their own influence over the influence of would-be leaders. Successful transactional leadership is predicated upon a shared social identity, and transformational leadership can help create that identity. Group members have shared beliefs about what makes a leader, with these beliefs themselves fluctuating with changes in the group and intergroup context. Approaching the analysis of leadership from a psychological group perspective allows us to understand leadership literature as an integrated oeuvre that provides insight into leadership’s foundation.
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Kasperbauer, T. J. Diagnosing Moral Failures. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190695811.003.0005.
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This chapter discusses why people often fail to meet their moral goals and identifies the main obstacles in achieving moral change. It shows how psychological processes specific to animals, as outlined in chapters 2–4, interact with broader components of moral psychology. Three main moral psychological factors are discussed: emotions, situational conditions, and self-control. These factors are used to illustrate the frequent failure of reason and higher-level cognition to modify our moral responses, including our treatment of animals. The discussion draws from a wide range of research within empirical moral psychology as well as recent critical discussion of this research among philosophers.
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Paul, Sharon J. Art & Science in the Choral Rehearsal. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190863760.001.0001.
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In recent decades, cognitive neuroscience research has increased our understanding of how the brain learns, retains, and recalls information. At the same time, social psychology researchers have developed insights into group dynamics, exploring what motivates individuals in a group to give their full effort, or conversely, what might instead inspire them to become freeloaders. This book explores the idea that choral conductors who better understand how the brain learns, and how individuals within groups function, can lead more efficient, productive, and enjoyable rehearsals. Armed with this knowledge, conductors can create rehearsal techniques which take advantage of certain fundamental brain and social psychology principles. Through such approaches, singers will become increasingly engaged physically and mentally in the rehearsal process. This book draws from a range of scientific studies to suggest and encourage effective, evidence-based techniques, and can help serve to reset and inspire new approaches toward teaching. Each chapter outlines exercises and creative ideas for conductors and music teachers, including the importance of embedding problem solving into rehearsal, the use of multiple entry points for newly acquired information, techniques to encourage an emotional connection to the music, and ways to incorporate writing exercises into rehearsal. Additional topics include brain-compatible teaching strategies to complement thorough score study, the science behind motivation, the role imagination plays in teaching, the psychology of rehearsal, and conducting tips and advice. All of these brain-friendly strategies serve to encourage singers’ active participation in rehearsals, with the goal of motivating beautiful, inspired, and memorable performances.
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Stevenson, Margaret C., Bette L. Bottoms, and Kelly C. Burke, eds. The Legacy of Racism for Children. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190056742.001.0001.
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The Legacy of Racism for Children: Psychology, Law, and Public Policy is the first volume to review the intersecting implications of psychology, public policy, and law with the goal of understanding and ending the challenges facing racial minority youth in America today. Proceeding roughly from causes to consequences—from early life experiences to adolescent and teen experiences—each chapter focuses on a different domain, explains the laws and policies that create or exacerbate racial disparity in that domain, reviews relevant psychological research and its implications for those laws or policies, and calls for next steps. Chapter authors examine how race and ethnicity intersect with child maltreatment (including child sex trafficking, corporal punishment, and memory for and disclosures of abuse), child dependency court decisions, custody and adoption, familial incarceration, the school-to-prison pipeline, police–youth interactions, jurors’ perceptions of child and adolescent victims and defendants, and U.S. immigration law and policy. The book is meant to be accessible to all who want to end law- and policy-related racial disparities for children—researchers, students, teachers, social workers and social service administrators, police, attorneys, judges, and the general public. Much of the value of this book lies in its potential to influence law and policy, and to help those working on the front lines understand what they can do to end the legacy of racism for children.
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Schiff, Brian. A New Narrative for Psychology. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199332182.001.0001.
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A New Narrative for Psychology is a far-reaching book that seeks to reorient how scholars and laypersons study and think about persons and the goals of psychological understanding. The book provides a challenging critique of contemporary variable-centered, statistical methods, revealing what these approaches to psychological research leave unexplored; it presents readers with a cutting-edge, narrative, approach for getting at the thorny problem of meaning making in human lives. For readers unfamiliar with narrative psychology, this is an excellent first text, which considers the history of narrative psychology and its place in contemporary psychology. The book goes well beyond the basics, however. A New Narrative for Psychology offers a fresh and innovative theoretical perspective on narrative as an active interpretive process that is implicated in most aspects of everyday life, and the ways in which narrative functions to make present and real subjective and inter-subjective experiences. Theory is grounded in vivid illustrations of what can be learned from the intensive study of how persons, in time and space, narrate their experiences, selves, social relationships, and the world. A New Narrative for Psychology reintroduces narrative psychology as a credible, trustworthy, and useful perspective for considering the hows and whys of human meaning making and argues for the necessity of narrative as a central, and complementary, perspective in scientific psychology. It is an invitation to a conversation about the critical questions of psychology, the most effective strategies for approaching them, and the future of discipline.
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Taylor, Sylvie, and Gregor V. Sarkisian. From Preparation to Practice. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0023.
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Becoming a community psychologist involves formal education in the theory, research, and practice of community psychology. The current chapter is designed to support prospective students interested in pursuing a degree and eventually a career in community psychology. The authors review the types of educational options at both the master’s and doctoral level, how to select the program that is right for you, and the types of preparation you might seek in that program to achieve your career goals. Throughout this chapter, the authors provide suggestions to support one’s professional development, suggestions they have personally found effective in their work with students.
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Karoly, Paul, and Geert Crombez, eds. Motivational Perspectives on Chronic Pain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.001.0001.
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This edited volume is the first to present a cohesive account of adaptation to chronic pain from a motivational perspective. Across the 15 chapters, scholars from diverse domains of psychology explore the multileveled and bidirectional nature of pain and motivation, drawing from a broad array of constructs, including self-regulation, goal systems, cognitive control, attention, conflict, interpersonal processes, coping, conditioning, and stress reactivity. Also addressed is the relation between pain and psychopathology, the nature of pain-affect dynamics, and the neural mechanisms underlying the pain experience. Applied considerations are presented in chapters on Motivational Interviewing, ACT, Internet-based methods, and related clinical topics. Our volume provides an up-to-date compendium of cutting-edge research and interventions that collectively illustrate the utility of viewing chronic pain as neither a “disease” nor an imposed lifestyle, but as the emergent and potentially flexible product of a complex transactional system that is bounded by sociocultural factors, on the one hand, and by biogenetic and neural moderating forces on the other. The chapters capture the vibrancy of current theory, research, and practice while pointing toward unexplored new directions. Students and seasoned pain researchers will find within the motivation-centered framework a host of intriguing ideas to complement extant formulations. And those engaged in treating/training persons with chronic pain will discover the unique, integrative value of motivational models.
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Nissim-Sabat, Marilyn. Race and Gender in Philosophy of Psychiatry. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0012.
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This chapter focuses on a critical analysis of particular theoretical frameworks in psychiatry in their interplay with issues of race and gender. (Important sources documenting racism and sexism in psychiatry are cited.) Analysis shows that theoretical perspective is one of the most important factors in play in working toward the goal of eliminating racism and sexism from psychiatry. To this end, four types of theoretical frameworks are considered: naturalism, social constructionism, relativism and antirelativism, and phenomenology. Also considered are efforts to show the compatibility of two different frameworks. Each framework is explored and critiqued regarding its potential to expose and correct racist and sexist attitudes that are incorporated into research and treatment in psychiatry. Included are discussions of the relevance of realism and antirealism in evaluating theoretical frameworks, as well as evaluation of theoretical claims regarding the roles of biology, genetics, the medical model, and culture in either sustaining or counteracting racism and sexism in psychiatry, including psychoanalysis. Finally, Husserlian phenomenology is suggested as a philosophical framework for psychiatry that can transcend the limitations of the other frameworks discussed. Phenomenology enables psychiatry, including psychology and psychoanalysis, to constitute itself as a science that transcends both constructionist relativism and naturalistic reductionism.
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Foddy, Bennett, Guy Kahane, and Julian Savulescu. Practical Neuropsychiatric Ethics. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0069.
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Philosophers have long been involved in the pursuit of a goal shared by researchers in psychiatry and the cognitive sciences: understanding the relationship between the functioning of the human mind and human well-being or suffering. For this reason there is a very large area of overlap between philosophical and psychiatric research. The overlap is particularly significant in the domain ofpractical ethics, which is concerned with understanding the moral dimension of policies and actions in the real world. This chapter reviews two distinct domains in which psychiatry and practical ethics overlap. First, issues in practical ethics arise out of new advances in psychopharmacology, including clinical and non-clinical use of new antidepressants drugs, the clinical use of placebo medications, and psychiatric drugs which enhance human cognition; these issues are frequently grouped under the banner of "neuroethics." Second, the understanding of fundamental questions in moral philosophy is being driven forward by evidence from psychology and psychiatry. Evidence from autism and the personality disorders is shedding light on the nature of moral motivation, while evidence from addiction and compulsion is generating progress in understanding moral responsibility. Finally, some areas are highlighted in which the science of psychiatry may benefit from the application of existing work in moral philosophy and practical ethics.
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Boxall, Peter, John Purcell, and Patrick M. Wright, eds. The Oxford Handbook of Human Resource Management. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199547029.001.0001.
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The Oxford Handbook of Human Resource Management aims to provide an authoritative account of current trends and developments in Human Resource Management (HRM). HRM is central to management teaching and research, and has emerged in the last decade as a significant field from its earlier roots in personnel management, industrial relations, and industrial psychology. People Management and High Performance teams have become key functions and goals for managers at all levels in organizations. The text is divided into four parts: foundations and frameworks; core processes and functions; patterns and dynamics; and finally measurement and outcomes.
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Gallagher, Matthew W., and Shane J. Lopez. Introduction to the Science of Hope. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.1.
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Hope has long been a topic of interest both within and outside of psychology. Although historical perspectives on hope were mixed, decades of research have now demonstrated that hope can be reliably measured, that hope is malleable, that hope promotes resilience, and that hope is beneficial across contexts and the lifespan. Rick Snyder developed the dominant model of hope that emphasizes agency and pathways thinking as the two core components of hope, and this model has provided the foundation for the scientific study of hope. The two most prominent scientists in the field of hope have now passed away, but hope remains a robust area of positive psychology that is being examined by scientists worldwide. This chapter introduces the goals of this handbook: to review what has been learned about the theory, measurement, promotion, and benefits of hope and to highlight important future directions in the science of hope.
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Goldberg, Abbie E., and Adam P. Romero, eds. LGBTQ Divorce and Relationship Dissolution. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190635176.001.0001.
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This is the first comprehensive and interdisciplinary volume on divorce and relationship dissolution among LGBTQ people. With the goal of informing policy, practice, and future research, the volume gathers and expands current knowledge on: LGBTQ people’s relationship and dissolution patterns, the divorce and child custody rules and processes that now apply to many LGBTQ families, and the surrounding political and cultural environment in the United States. Among the fascinating lines of inquiry explored are: What factors contribute to relationship stability and well-being among LGBTQ people, and what factors lead to instability and strife? How do stigma and prejudice impact LGBTQ relationships in terms of risk of, or resilience against, dissolution? How does access to the legal institution of marriage and parenthood impact same-sex couples’ stability? What unique issues do LGBTQ people who are separating or divorcing face in the context of navigating custody of their children? What are the unique dissolution issues for transgender people, LGBTQ people leaving previous heterosexual relationships, and those whose relationships end due to the death of a partner? How do gender, race/ethnicity, immigration status, economic status, and other characteristics intersect with such issues? How can therapists and lawyers sensitively and effectively assist LGBTQ people who are experiencing relationship dissolution and its aftermath? This book attends to the empirical, demographic, personal, and legal experiences of LGBTQ individuals experiencing divorce and dissolution, and is an exciting resource for scholars, students, and practitioners in a wide range of fields, including law, psychology, social work, sociology, and political science.
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Markwica, Robin. Emotional Choices. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794349.001.0001.
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In coercive diplomacy, states threaten military action to persuade opponents to change their behavior. The goal is to achieve a target’s compliance without incurring the cost in blood and treasure of military intervention. Coercers typically employ this strategy toward weaker actors, but targets often refuse to submit and the parties enter into war. To explain these puzzling failures of coercive diplomacy, existing accounts generally refer to coercers’ perceived lack of resolve or targets’ social norms and identities. What these approaches either neglect or do not examine systematically is the role that emotions play in these encounters. The present book contends that target leaders’ affective experience can shape their decision-making in significant ways. Drawing on research in psychology and sociology, the study introduces an additional, emotion-based action model besides the traditional logics of consequences and appropriateness. This logic of affect, or emotional choice theory, posits that target leaders’ choice behavior is influenced by the dynamic interplay between their norms, identities, and five key emotions, namely fear, anger, hope, pride, and humiliation. The core of the action model consists of a series of propositions that specify the emotional conditions under which target leaders are likely to accept or reject a coercer’s demands. The book applies the logic of affect to Nikita Khrushchev’s decision-making during the Cuban missile crisis in 1962 and Saddam Hussein’s choice behavior in the Gulf conflict in 1990–91, offering a novel explanation for why coercive diplomacy succeeded in one case but not in the other.
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Biesecker, Barbara B., Kathryn F. Peters, and Robert Resta. Advanced Genetic Counseling. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190626426.001.0001.
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Advanced Genetic Counseling: Theory and Practice addresses educational objectives for second-year genetic counseling students. Building on mastery of genetics principles and baseline clinical skills, this comprehensive textbook begins with the history of the profession as it relates to current practice definitions and goals. Characteristics of clients and counselors that may affect the counseling relationship are presented to guide strategies for achieving positive client outcomes. Throughout the text, a psychotherapeutic counseling approach is advocated. Steps to establishing a therapeutic alliance are outlined and the elements of relational counseling emphasized. The psychological counseling theories presented will help counselors identify interventions to address client needs. Students are encouraged to pursue research to address gaps in evidence needed to guide practice. Health behavior and social psychology theories offer models to assess health perceptions and behaviors. The book concludes with a look toward the future of genetic counseling in the genomics era.
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Algom, Daniel, Ami Eidels, Robert X. D. Hawkins, Brett Jefferson, and James T. Townsend. Features of Response Times. Edited by Jerome R. Busemeyer, Zheng Wang, James T. Townsend, and Ami Eidels. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.013.4.
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Psychology is one of the most recent sciences to issue from the mother-tree of philosophy. One of the greatest challenges is that of formulating theories and methodologies that move the field toward theoretical structures that are not only sufficient to explain and predict phenomena but, in some vital sense, necessary for those purposes. Mathematical modeling is perhaps the most promising general strategy, but even under that aegis, the physical sciences have labored toward that end. The present chapter begins by outlining the roots of our approach in 19th century physics, physiology, and psychology. Then, we witness the renaissance of goals in the 1960s, which were envisioned but not usually realizable in 19th century science and methodology. It could be contended that it is impossible to know the full story of what can be learned through scientific method in the absence of what cannot be known. This precept brings us into the slough of model mimicry, wherein even diametrically opposed physical or psychological concepts can be mathematically equivalent within specified observational theatres! Discussion of examples from close to half a century of research illustrate what we conceive of as unfortunate missteps from the psychological literature as well as what has been learned through careful application of the attendant principles. We conclude with a statement concerning ongoing expansion of our body of approaches and what we might expect in the future.
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Martin, Jeffrey J. Performance Enhancement. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0026.
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Athletes with disabilities can perform more consistently and come closer to their potential if they maximize their mental skills as well as their physical skills. The purpose of this chapter is to present of humanistic developmental model of psychological skills training and an examination of disability sport psychology research on psychological skills. A humanistic developmental model prioritizes both athlete performance and well-being as they are viewed as complementary goals that exert a bidirectional influence on each other. In this model foundational factors, psychological skills and qualities, psychological methods, and facilitative and debilitative factors are seen as relatively distinct categories. Researchers have supported the importance of foundational factors, as reported in other chapters. Researchers have also supported the value of imagery and self-talk as methods to enhance confidence, motivation, and psychological skills, which in turn are positively related to performance. A host of facilitative and debilitative factors in disability sport also influence training quality and performance.
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Gallagher, Matthew W., and Shane J. Lopez, eds. The Oxford Handbook of Hope. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.001.0001.
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The Oxford Handbook of Hope provides a comprehensive overview of current knowledge regarding the science and practice of hope. Hope has long been a topic of interest to philosophers and the general public, but it was only in recent decades that hope became a focus of psychological science. Rick Snyder defined hope as a cognitive trait that helps individuals to identify and pursue goals and consists of two components: pathways, the perceived capacity to identify strategies necessary to achieve goals, and agency, the willpower or motivation to pursue those pathways to achieve goals. Hope has become one of most robust and promising topics in the burgeoning field of positive psychology. This book reviews the progress that has been made in the past 25 years regarding the origins and influence of hope. Topics covered include current theoretical perspectives on how best to define hope and how it is distinct from related constructs, current best practices for measuring and quantifying hope, interventions and strategies for promoting hope across different settings and the lifespan, the impact that hope has on many dimensions and domains of physical and mental health, and the many ways and contexts in which hope promotes resilience and positive functioning. Experts in the field both review what is currently known about the role of hope in different domains and identify topics and questions that can help to guide the next decade of research. The handbook concludes with a collaborative vision on the future directions of the science of hope.
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Koops, Lisa Huisman. Parenting Musically. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873622.001.0001.
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Parents use music in family life to accomplish practical tasks, make relational connections, and guide their children’s musical development. Parenting Musically portrays the musicking of eight diverse Cleveland-area families in home, school, and community settings. Family musical interactions are analyzed using the concepts of musical parenting (actions to support a child’s musical development) and parenting musically (using music to accomplish extramusical parenting goals), arguing the importance of recognizing and valuing both modes. An additional construct, practical~relational musicking, lends nuance to the analysis of family musical engagement. Practical musicking refers to musicking for a practical purpose, such as learning a scale or passing the time in a car; relational musicking is musicking that deepens relationships with self, siblings, parents, or community members, such as a grandmother singing to her grandchildren via FaceTime as a way to feel connected. Families who embraced both practical and relational musicking expressed satisfaction in long-term musical involvement. Weaving together themes of conscious and intuitive parenting, the rewards and struggles of musical practice, the role of mutuality in community musicking, and parents’ responses to media messages surrounding music and parenting, the discussion incorporates research in music education, psychology, family studies, and sociology. This book serves to highlight the multifaceted nature of families’ engagement in music; the author urges music education practitioners and administrators to consider this diversity of engagement when approaching curricular decisions.
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Kayama, Misa, Wendy Haight, May-Lee Ku, Minhae Cho, and Hee Yun Lee. Disability, Stigma, and Children's Developing Selves. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190844868.001.0001.
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Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.
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Raeff, Catherine. Exploring the Complexities of Human Action. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190050436.001.0001.
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Exploring the Complexities of Human Action offers a bold theoretical framework for thinking systematically and integratively about what people do as they go about their complex lives in all corners of the world. The book offers a vision of humanity that promotes empathic understanding of complex human beings that can bring people together to pursue common goals. Raeff sets the stage for conceptualizing human action by characterizing what people do in terms of the complexities of holism, dynamics, variability, and multicausality. She also constructively questions some conventional practices and assumptions in psychology (e.g., fragmenting, objectifying, aggregating, deterministic causality). The author then articulates a systems conceptualization of action that emphasizes multiple and interrelated processes. This integrative conceptualization holds that action is constituted by simultaneously occurring and interrelated individual, social, cultural, bodily, and environmental processes. Action is further conceptualized in terms of simultaneously occurring and interrelated psychological processes (e.g., sensing, perceiving, thinking, feeling, interacting, self/identity), as well as developmental processes. This theoretical framework is informed by research in varied cultures, and accessible examples are used to illustrate major concepts and claims. The book also discusses some implications and applications of the theoretical framework for investigating the complexities of human action. The book shows how the theoretical framework can be used to think about a wide range of action, from eating to art. Raeff uses the theoretical framework to consider varied vexing human issues, including mind–body connections, diversity, extremism, and freedom, as well as how action is simultaneously universal, culturally particular, and individualized.