bluuebunny/crossref_metadata_2025 huggingface dataset:
Competence in Ethical Practice in Counseling Psychology
Authors: Fuertes Jairo N. , Spokane Arnold R. , Holloway Elizabeth
Published: February 2016

Chapter 3 discusses the ethical principles and issues involved in the professional practice of counseling psychology. It is important to note that the specialty adheres to the principles and ethical code of conduct of the American Psychological Association, which apply to all aspects of professional practice in professional psychology, and that, thus, there are no specialty-specific principles or a code of ethical conduct specific to counseling psychology. It also presents the most salient and frequently emerging standards of practice as well as the management of risk in counseling psychology practice, along with sample foundational and functional competencies in the knowledge and application of ethics in psychology with some examples of how these principles are used in the profession.
Competence in Individual and Cultural Diversity
Authors: Fuertes Jairo N. , Spokane Arnold R. , Holloway Elizabeth
Published: February 2016

Chapter 4 discusses competence in individual and cultural diversity (ICD), summarizes the research that has accumulated on this topic in about the last 20 years, and also reviews the competency statements that have been developed in the field with respect to ICD.
Competence in Supervision
Authors: Fuertes Jairo N. , Spokane Arnold R. , Holloway Elizabeth
Published: February 2016

Chapter 8 discusses competence in supervision, which is a relational approach to teaching the highly complex skills of therapeutic practice, and it focuses on training, those practice hours that are required to be supervised by a licensed psychologist in order to complete training for professional psychology licensure. It also discusses how supervision is a method of teaching practice that links the foundational knowledge and skills of the field to professional activities and guides the individual supervisee through the learning progression from neophyte practitioner to entry-level professional, and that although the requirement for supervision ends at the completion of the postdoctoral internship in the United States, in the European Union and Australia/New Zealand, consultative supervision is required throughout one’s professional career.
Assessment Strategies
Authors: Lamberty Greg J. , Nelson Nathaniel W.
Published: February 2016

Chapter 3 offers a descriptive and functional approach to assessment strategies in clinical neuropsychology, including the dichotomies used, standardized batteries (Halstead Reitan Neuropsychological Test Battery (HRB), Wechsler Adult Intelligence Scale (WAIS), the general neuropsychological deficit scale (GNDS), and the Luria Nebraska Neuropsychological Battery), the Boston Process Approach (BPA), the WAIS-R as a Neuropsychological Instrument, the Kaplan-Baycrest Neurocognitive Assessment, and the California Verbal Learning Test. It also provides select measures of neuropsychological functioning categorized by cognitive domain, and commonly employed instruments in clinical neuropsychology.
Session 1: Introduction to Treatment and Rapport Building
Authors: Bergman R. Lindsey
Published: February 2016

Chapter 3 presents a guide for the first session of the treatment, and considers the child's comfort in the therapy room, goals and rationale for treatment, the reward program, building rapport and homework assignments.
Session 2: Rapport Building, Reward System, Feelings Chart
Authors: Bergman R. Lindsey
Published: February 2016

Chapter 4 outlines the second session of the therapy program, in which the reward system is further developed, the feelings chart is introduced, continued development of rapport, the introduction of the talking ladder, and discussion about talking with peers.
Sessions 11–14: Intermediate Exposure Sessions
Authors: Bergman R. Lindsey
Published: February 2016

Chapter 8 discusses sessions 11 to 14 of the treatment program. These sessions will involve further in-session behavioral exposures and out-of-session exposure homework tasks.
Monitoring and evaluation in low intensity CBT interventions
Authors: Proudfoot Judy , Nicholas Jennifer
Published: February 2016

Chapter 7 draws attention to the different functions that patient outcome monitoring has with respect to risk management and the continued evaluation of patient progress. Indeed, monitoring patient risk and progress is a particularly significant aspect of the LI clinical method given that the approach does not require direct contact between the practitioner and patient, but may be mediated solely through the self-help approach itself. The chapter also highlights how monitoring serves as an intervention in its own right. This indicates that the effectiveness of the LI interventions may not solely be accounted for by the self-help interventions, but that the LI clinical method may also make a contribution. To date, little research has been undertaken to disentangle the relative contributions of the clinical method and the self-help interventions with respect to effectiveness.
Increasing physical activity as a low intensity treatment for depression
Authors: Taylor Adrian H.
Published: February 2016

Chapter 14 is to highlights the key components of a LI physical activity (PA) intervention for depression, drawing on research evidence, theory and initial experience of an intervention currently being evaluated in a randomized controlled trial called TRial of Exercise And Depression (TREAD) in the UK. Careful consideration is given to the challenges of maximizing acceptability of the intervention to patients, developing sustainable increases in PA, and targeting the most appropriate processes likely to mediate a reduction in depression.
Using CBT-based self-help classes to deliver written materials in Health Service, further education and voluntary sector settings
Authors: Chellingsworth Marie , Williams Chris , McCreath Ann , Tanto Paul , Thomlinson Kirsten
Published: February 2016

Chapter 20 describes another way of providing wider access to written CBT self-help, highlighting ways to establish and run community-based classes that work as mini-book clubs, attracting and supporting people who might otherwise never access clinical services. The focus in this chapter is, therefore, not upon ways to support written self-help materials amongst individual patients, but how to do this effectively within a group setting. The chapter provides helpful information on the more practical ways to establish and run such groups within community settings. A particularly interesting aspect of this chapter is the consideration it gives to using language to promote and describe the groups, language that is not focused upon mental health, but upon adult learning. This highlights that the words used to promote written self-help interventions are as equally important as those included within the written self-help materials themselves.
Treatment credibility and satisfaction with internet interventions
Authors: Ritterband Lee , Thorndike Frances , Vasquez Desi , Saylor Drew
Published: February 2016

Chapter 22 explores treatment credibility and satisfaction, and notes that users’ ratings of treatment credibility before the commencement of an online intervention tend to range from intermediate to high and are comparable with user ratings of satisfaction after use. The authors also note that, in some cases, user satisfaction might be higher for online treatments than for their face-to-face counterparts. They offer insights as to why ratings may vary and how LI practitioners might manage the variation.
Email in low intensity CBT interventions
Authors: Titov Nickolai
Published: February 2016

Chapter 29 discusses the use of ‘electronic mail’ (email) as a tool in low intensity (LI) cognitive behavioural treatment interventions. It describes the traditional roles of email, including communication and administration, but also considers the clinical benefits of writing or typing one’s thoughts as a way of facilitating psychotherapy, and will therefore be of interest to practitioners and administrators.
Large group didactic CBT classes for common mental health problems
Authors: White Jim
Published: February 2016

Chapter 32 explores large group didactic CBT classes for common mental health problems (CMHPs), using the example of the Stress Control evening class program. The session program is outlined, along with challenges to providing large-groups interventions and other issues that may be faced.
Cognitive Behavioural Group Therapy (CBGT): capitalizing on efficiency and humanity
Authors: Söchting Ingrid , Wilson Christopher , De Gagné Theo
Published: February 2016

Chapter 33 discusses cognitive behavioural group therapy (CBGT), the challenges and opportunities offered by the format, and considers patient suitability for CBGT, culture and CBGT, and therapist training for CBGT.
Group CBT for the prevention of depression in adults
Authors: Cuijpers Pim
Published: February 2016

Chapter 38 considers the use of group CBT for preventing depression in adults. This chapter notes that prevention interventions are typically delivered in a group format, and are best targeted at an indicated (those with sub-threshold depression) or selective level (e.g. pregnant women, people with a physical illness) and describes in some detail the content of the Coping with Depression Course (CWD), the most extensively researched program for preventing depression in adults.
Training low intensity workers
Authors: Richards David A.
Published: February 2016

Chapter 44 describes the theory and practice of low intensity (LI) training programme for cognitive behavioural therapy (CBT) using the example of a specific programme that has been implemented across England as part of the Improving Access to Psychological Therapies (IAPT) initiative. The chapter describes the challenges of education to meet the clinical demands of LI CBT, together with solutions adopted by the English national curriculum for LI CBT.
Training peers to provide low intensity CBT support: the value of personal experience
Authors: Lawn Sharon , Smith Ann , Hunter Kelly , Smith Jim , Hirst Nicki , Nanai Michael , Neate Kylee
Published: February 2016

Chapter 46 discusses the evidence for the role of peer workers, challenges in developing this unique workforce and solutions to these challenges. It provides an overview of the particular training and supervision needs of this group, informed by the growing international evidence and by our own research and experience in operating a peer support service.
Establishing the Improved Access to Psychological Therapies programme: lessons from large-scale change in England
Authors: Seward James , Clark Michael
Published: February 2016

Chapter 51 explores the Improve Access to Psychological Therapies (IAPT) program. Its work is grounded on research evidence of the benefits of psychological therapies, and a business case and social justice argument for improving access to them. This chapter summarizes the work of the IAPT programme from case building to implementation and the lessons we have learnt.
Attention Deficit/Hyperactivity Disorder (ADHD)
Authors: Antshel Kevin M.
Published: February 2016

Chapter 2 discusses a case of adult ADHD, and provides a synopsis of the patient’s childhood diagnosis, problems arising in early and late adolescence, and the run up to referral. It also includes information about key principles and core knowledge of the condition and its treatments, assessment strategy, epidemiological considerations, case formulation, an overview of psychosocial intervention, core and optional modules of treatment, potential problems, ethical considerations, and common mistakes that may arise in treatment.
The Use of Family and Individual Cognitive Behavioral Therapy with a Patient with Anorexia Nervosa
Authors: Cubic Barbara
Published: February 2016

Chapter 14 covers treatment of a patient with anorexia nervosa, and the use of individual and family cognitive behavioral therapy (CBT) in the treatment plan. It focuses on a case example of a patient with anorexia nervosa to illustrate both evidence-based assessment and treatment. It includes demographic and referral information, assessment strategy, clinical interview information, assessment data, evidence-based case formulation, treatment and the need for family therapy, treatment outcomes, key principles and core knowledge used to approach the case, typical behavior patterns, epidemiological considerations, evidence for the intervention model, alternative options, case non-specifics, strategies to deal with therapy complications, ethical considerations, common mistakes to avoid in treatment, relapse prevention, and case conclusions.
Commentary
Authors: Friman Patrick C. , Shaw Stacy
Published: February 2016

There is much to admire in this report of an adaptation of parent-child interaction therapy (PCIT) used to treat a uniquely complex case involving comorbid reactive attachment and oppositional defiant disorders. One the one hand, the paper reflects the remarkable potency and flexibility of PCIT. On the other hand, it reflects the clinical acumen and interpersonal dexterity of the clinicians who reported the case. We will discuss both of these aspects below....
Commentary
Authors: Castriotta Natalie , Craske Michelle
Published: February 2016

This chapter clearly outlines the application of an evidenced-based treatment for panic disorder with agoraphobia in the clinical practice setting. In the sections that follow, we comment on the clinical science supporting the clinical choices that were made, as well as the clinical science supporting additional choices that could have been made or were not fully discussed. Our comments are structured in the same format as the review....
Response
Authors: Williams W. Larry , Greenwald Ashley E. , Seniuk Holly A.
Published: February 2016

Kelley raises some excellent points with regard to the overall treatment of autism. We commend the commenter for his analytical overview of our clinical interventions and appreciate his thorough explanation of the many behaviors that may be prominent with an autism diagnosis. We agree that the case of Jorge was a classic case of treatment of autism, with many behavioral excesses and deficits present prior to treatment....
Interpersonal Psychotherapy for Eating Disorders
Authors: Wilfley Denise E , Iacovino Juliette M , Van Buren Dorothy J
Published: February 2016

Chapter 8 provides an overview of the theoretical and empirical bases of IPT for the treatment of eating disorders, which can include anorexia nervosa (AN), bulimia nervosa (BN), and binge eating disorder (BED). Through the presentation of an in-depth case study of the treatment of an individual with binge eating disorder (BED), the reader is introduced to the use of IPT in the treatment of eating disorders in clinical practice.
Interpersonal Psychotherapy for Inpatients with Depression
Authors: Schramm Elisabeth
Published: February 2016

Chapter 21 discusses IPT for inpatients with depression, and covers rationale, development of the concept, modifications, pilot study, comparisons with standard treatment, and a case example.
Clinical Record Keeping
Authors: Fisher Mary Alice
Published: February 2016

Chapter 10 discusses only ethical issues related to the confidentiality of patient information that has been recorded, whether on paper or electronically. It examines the shift away from clinical (patient-centered) and ethical (patient-protective) considerations and toward a risk management (therapist-protective) focus, and that documentation serves many functions, but addresses only ethical and legal issues related to confidentiality, regardless of the function being served.
Supervision and Teaching
Authors: Finch Alfred J. , Lochman John E. , Nelson III W. Michael , Roberts Michael C.
Published: February 2016

Chapter 7 discusses two competency areas that are important for some, but not all, clinical child and adolescent psychologists, which are providing clinical supervision to trainees or subordinate employees, and teaching students and trainees in college, university, or other educational settings. Depending on psychologists' work settings, they may be expected to spend some of their professional time in these activities, and it covers how the clinical child and adolescent psychologist will be placed in the role of providing information and facilitating learning, and in both cases there is a relationship between an authority figure (the psychologist) and a mentee (the clinical trainee or student) that must be carefully managed. It also addresses these two areas of professional activity, with reference to models of supervision and teaching, and to research on these topics.
Professional Identification in Clinical Child and Adolescent Psychology
Authors: Finch Alfred J. , Lochman John E. , Nelson III W. Michael , Roberts Michael C.
Published: February 2016

Chapter 10 discusses how the identity of the clinical child and adolescent psychologist forms as someone with specialized competencies and skills to provide services to children and adolescents and their families, and to conduct research into issues of development, psychotherapy, assessment and diagnosis, and treatment. It also covers how this identity is partially achieved through membership in professional organizations, personal continuing efforts to maintain competences and develop new skills, and advanced credentials or board certification in clinical child and adolescent psychology. It addresses that, although membership in professional organizations does not automatically bestow competencies or credentials on a specialty psychologist, it does permit the clinical child and adolescent psychologist to monitor changes in the field, remain current with evidence-based practice and scientific advances, seek counsel on clinical challenges and ethical dilemmas, and gain support from the specialty community of practitioners and scholars.
How the Traumatic Experiences of Students Manifest in School Settings
Authors: Hertel Ron , Johnson Mona M.
Published: February 2016

The impact of trauma resonates in schools and can impair learning as well as cause challenging classroom behaviors. This chapter defines trauma as a response to adverse life experiences that can negatively affect physical, emotional, academic, and intellectual functioning. Specifically, it describes the impact of trauma on neurobiology and brain development, as well as academic, cognitive, behavioral, and social/emotional functioning. It also outlines practical, applicable strategies for addressing classroom management as well as six specific principles for educators who seek to support the social/emotional and academic development of students impacted by trauma. Professional self-care is also outlined as a vital core practice necessary to assist teachers in consistently approaching students from a strength-based perspective.
Developmental Differences in Response to Trauma
Authors: Wiebler LaDona R.
Published: February 2016

How people perceive and deal with traumatic experiences can vary widely, even within the same community, school, or family. Perhaps Jon Allen said it best when he defined trauma as “the subjective experience of the objective events.”1 It is how a person responds to what happens that decides what is and what is not considered traumatic by that individual. How one responds to environmental hazards and adverse experiences depends on a variety of factors including (but not limited to) age, previous experiences, resources, resilience, and developmental level. In this regard, the existence or degree of trauma is decidedly unique to the individual. This chapter will focus specifically on general developmental differences in students’ responses to adverse experiences.
Students With Incarcerated Parents
Authors: Buxton-McClendon Jennifer K.
Published: February 2016

Approximately 8.3 million American children have parents under correctional supervision (including parole or probation). Parental criminality often leads to an increase in emotional and behavioral problems among youth including emotional withdrawal, low self-esteem, failure at school, acting out or anti-social behaviors, delinquency, and an increased risk of intergenerational incarceration4. This chapter will provide teachers and school-based professionals with strategies to help support students with incarcerated parents and build resilience and optimism for a successful future. It will also provide strategies that teachers can utilize to help reach out to the remaining non-incarcerated caregivers.
Students Responding to the Unexpected Death of a Family Member or Loved One
Authors: Wingfield Robert J. , Craft Susan A.
Published: February 2016

This chapter will focus on the traumatic experience of losing an immediate family member or loved one due to unexpected death. Causes of unexpected death may include, but is not limited to homicide, suicide, heart attack, or car accident. Although some similar responses may occur between unexpected death and imminent death of a loved one (see Chapter 10), an unexpected death can trigger different emotions due to the inability to prepare, plan, and say goodbye. Common adverse symptoms resulting from this experience will be described, as well as differences observed across developmental stages and levels of understanding death. Strategies and interventions for educators will be described to improve social-emotional functioning and subsequent academic performance.
Students Affected by Physical and Emotional Abuse
Authors: Wegman Lisa , O’Banion A. Michelle
Published: February 2016

Abuse and maltreatment of children is a growing statistic. Each year, more than 3 million reports of alleged maltreatment are made to Child Protective Service agencies, suggesting that approximately six million children, or 11% of all U.S. students in K-12 schools, experience some form of maltreatment annually.8 While not all reported cases are investigated or substantiated, many instances of maltreatment go unreported; thus, the prevalence of maltreatment may be even higher. There are at least four major types of maltreatment: physical abuse, emotional abuse (or psychological maltreatment), neglect, and sexual abuse. It is important to note that these forms of maltreatment can occur separately or in combination with another. Given the unique characteristics and consequences associated with these various forms of maltreatment, this chapter will focus primarily on physical and emotional abuse. Other chapters in this volume will discuss sexual abuse (Chapter 13) and neglect (Chapter 14) in more details – readers working with students affected by physical and emotional abuse are encouraged to also review both of these other chapters for additional strategies.
Strongyloides stercoralis, Eosinophilia, and Type 2 Diabetes Mellitus: The Predictive Value of Eosinophilia in the Diagnosis of S stercoralis Infection in an Endemic Community
Authors: Hays Russell , Thompson Fintan , Esterman Adrian , McDermott Robyn
Published: February 2016

Background.  This study examines the predictive value of eosinophilia for Strongyloides stercoralis infection, as measured by enzyme-linked immunosorbent assay (ELISA) testing, in an endemic community. In remote communities, eosinophilia is frequently used as a proxy test for the presence of helminth infections. Past studies of eosinophilia and Strongyloides infection have been conducted in specific groups such as immigrants and refugees, or in subpopulations of nonendemic communities, rather than in endemic communities.

Methods.  We conducted a cross-sectional study of the relationship between eosinophilia and Strongyloides ELISA serology, as part of a study into the relationship between S stercoralis infection and type 2 diabetes mellitus (T2DM) in an Indigenous community in northern Australia.

Results.  Two hundred thirty-nine adults had their eosinophil count and S stercoralis ELISA serology measured in 2012 and 2013, along with other biometric and metabolic data. Eosinophilia was found to have a relatively poor sensitivity (60.9%), specificity (71.1%), positive predictive value (54.6%), and negative predictive value (76.1%) for S stercoralis ELISA positivity in this group. However, there was a more constant relationship between eosinophilia and S Stercoralis ELISA positivity in patients with T2DM (negative predictive value 87.5%).

Conclusion.  This study suggests that the presence or absence of eosinophilia is not an adequate proxy test for S stercoralis infection in a community where the infection is prevalent, and that the association between eosinophilia and S stercoralis ELISA positivity is more constant in patients with T2DM.
Total Survey Error
Authors: Weisberg Herb
Published: February 2016

The total survey error (TSE) approach is a useful schema for organizing the planning and evaluation of surveys. It classifies the several possible types of errors in surveys, including in respondent selection, response accuracy, and survey administration. While the goal is to minimize these errors, the TSE approach emphasizes that this must be done within limitations imposed by several constraints: the cost of minimizing each type of error, the time requirements for the survey, and ethical standards. In addition to survey errors and constraints, there are several survey effects for which there are no error-free solutions; the size of these effects can be studied even though they cannot be eliminated. The total survey quality (TSQ) approach further emphasizes the need for survey organizations to maximize the quality of the product they deliver to their clients, within the context of TSE tradeoffs between survey errors and costs.
Growing up in the U.S. Inner City
Authors: Hausmann-Stabile Carolina , Gulbas Lauren , Zayas Luis
Published: February 2016

This chapter examines how adolescent development and acculturation impact suicidal behavior among Latinas living in the US inner city. After providing an overview of conceptual and empirical premises underlying immigrant youth development, acculturation, and suicidal behaviors, the article discusses cultural influences on Latina adolescents and their families. Drawing on data collected between 2005 and 2009, it then explores the various individual and interpersonal changes that Latina teens go through as a result of developmental and acculturative processes and how these changes relate to risks for suicide attempts. Based on cases that illustrate the developmental and acculturation trajectories of Latina nonattempters and attempters, the chapter suggests that acculturation to street culture shapes the suicidal behavior of Latina teens growing up in urban poverty.
Montaigne on Reading
Authors: Mack Peter
Published: February 2016

Montaigne’s wide and critical reading contributed enormously to his writing. that we know more about Montaigne’s reading than any other Renaissance author. This chapter begins by discussing the books Montaigne read and the comments he made on his reading. It argues that we should take seriously his advice to read in order to become wise, by discovering one’s own views, rather than to become learned, by summarizing the views of others. It describes Montaigne’s method of writing in reaction to his reading (especially the re-reading of his own text) by building fragments, such as axioms, proverbs, narratives and comparisons into logical sequences, using seven basic types of logical connection and the ways in which Montaigne uses quotations taken from history and poetry in the Essays, concluding with a discussion of the use of quotations in “Of vanity” (III, 9).
Montaigne on Free-Thinking
Authors: Scholar Richard
Published: February 2016

This essay suggests that free-thinking is an important and often misunderstood context for the venture—and adventure—of Montaigne’s Essays. Where free-thinking is now generally understood to indicate a principled independence from the dogmas of any church or creed, it is argued here that Montaigne belongs to a different age, in which free-thinking was a much wider anti-authoritarian and experimental cast of mind that he and his contemporaries could bring to bear on all kinds of questions. That kind of free-thinking was both a Renaissance inheritance of the libertas philosophandi of the ancients and a contemporary trend among certain French humanist-statesmen admired by Montaigne. Montaigne’s response to his precursors and contemporaries, in “Of the education of children” (I, 26) and elsewhere, nonetheless, confirms that his thinking floats free from any determinations of context and remains irreducible to the expression of an “-ism.”
Montaigne on Faith and Religion
Authors: Legros Alain
Published: February 2016

What Montaigne’s biography tells us about his religion is confirmed partly in his Essays. He was without doubt a loyal Catholic but did not want to tell his entire life. Instead of displaying his beliefs, Montaigne chose to exercise his free judgment on all things. He did so with an assumed and conscious boldness. Concerned to preserve the unity of the kingdom by maintaining the old religion, he became equally hostile to the Protestant innovations and the reactionary measures of the Catholic League. Montaigne asserts the true faith: a pure gift from God that cannot be reduced to cultural contingencies. He had a good knowledge of current theological debates but chose not to discuss the Church dogmas. Like an anthropologist, he studied the human side of Christianity. He preferred to use a secular discourse, however “very religious,” to broach the question of faith in profane terms but without challenging its religious foundation.
Montaigne on Gender
Authors: Reeser Todd W.
Published: February 2016

What would it mean to consider Montaigne as a gender theorist? Not surprisingly, the essayist imagines sex, gender, and sexuality as movement-based, nonontological phenomena, even as stasis remains implicated in that very movement. Above all, gender is a textual process of relations between “forms,” or stable-seeming constructs, and the dismantling or taking apart of those forms. This article places Montaigne into productive dialogue with modern gender, queer, and transgender theory in considering how concepts such as habit, skepticism, form, and imagination relate to movement-centered gender construction. The sexed body, gendered behavior, masculinity, and same-sex male sexuality are the key elements of subjectivity formation discussed in this framework. The article concludes with a consideration of how “queer” can be taken as a possible concept in the Essays.
Montaigne on Empathy
Authors: Bakewell Sarah
Published: February 2016

Montaigne’s essay “Of cruelty” explores a phenomenon we would now call empathy, or the ability to “feel into” or share another’s sufferings or pleasures: an experience Montaigne tells us he frequently has himself, even with nonhuman animals. He raises the question of how sympathetic tendencies of this kind can be considered morally virtuous when they spring from natural inclination rather than reason. His treatment of the topic anticipates eighteenth-century texts on sympathy by David Hume and Adam Smith, as well as modern research in psychology and neuroscience. This article examines these connections, and also sets Montaigne’s remarks on empathy into the context of other aspects of his work, suggesting that his approach may offer a foundation for a more subtle understanding of empathy’s role in ethical behavior.
Montaigne on Memory
Authors: Frisch Andrea
Published: February 2016

Montaigne’s Essays are, in part, a reflection on the ongoing negotiation between the objects, aims, and uses of modern monumental memory, on the one hand, and postmodern plural memory, on the other. Written in the throes of the French Wars of Religion, the Essays grapple with proliferating and inevitably conflicting contributions to the collective memory bank. Montaigne unequivocally refuses to monumentalize memory, ultimately providing a model of a deep, and deeply dialogical, engagement with plural memories. The kind of memory that digital networks facilitate in the global age is unstable, dynamic, and polyvalent in a way that Montaigne’s Essays both perform and endorse. This is why, in their commitment to probing both the depth and the range of human experience, Montaigne’s Essays remain a record of and a template for productive ways to imagine the dignity of memory in our own age of variety and vicissitude.
Montaigne on Monsters and Monstrosity
Authors: Long Kathleen
Published: February 2016

Monsters take on many roles in Montaigne’s Essays, almost always in novel ways. They do not take on their usual roles as markers of other races, genders, or bodies, as threats or objects of repulsion. Rather, the authorial self and his work are seen as monstrous; Europeans and their culture are seen as monstrous; the knowledge systems that create monsters are themselves monstrous; man’s vanity is monstrous. But most of all, the monster is the provocation to meditation on man’s presumption, and on the limitations of human knowledge and power in the face of the world and the divine. As the sign of the diversity and mutability of the natural world and thus of divine omnipotence, the monstrous and unusual is valued by Montaigne over the normal or usual. It is also the mark of human creativity, dependent as it is on the vagaries of the imagination, new and radically different from the rhetorical, literary, and artistic norms. This is why the Essays themselves can be considered a monstrous work.
Montaigne on Style
Authors: Eden Kathy
Published: February 2016

This article explores Montaigne’s assumptions, expectations, and judgments regarding style, especially as they demonstrate an Erasmian pedigree. This pedigree is predicated on a broad definition of style that takes into account word choice, phrasing, rhythm, and figures as elements of elocution (the third branch of rhetoric) and extends itself to disposition (the second branch, which attends to the arrangement of the parts of the discourse). It also includes a number of key metaphors for style that Montaigne applies in unique combinations; and it features the stylistic virtues of variety and self-expression, according to which Montaigne takes the measure of his most and least favorite ancient stylists as well as himself.
Robert Paul Wolff,In Defense of Anarchism
Authors: Stilz Anna
Published: February 2016

This chapter examines Robert Paul Wolff’s arguments in In Defense of Anarchism about state authority and individual autonomy, and how plausible they are for philosophical anarchism. According to Wolff, the authority of the modern state cannot be justified because it conflicts with the autonomy of the individual. The presumptive clash between state authority and individual autonomy that Wolff highlights remains central to the philosophical anarchist critique of the state, a position that has gained prominence—and widespread acceptance—in contemporary political philosophy. The rest of this chapter comments on Wolff’s views in more detail, including those concerning compliance with the state, a state’s right to rule, unanimous direct democracy, and majority rule. It also discusses Jean-Jacques Rousseau’s assertion that persons must remain free in obeying the state.
Prologue
Authors: Bjork R. A.
Published: February 2016

In this prologue, I comment on key events in the history of research on metamemory and on my own reactions to those events—beginning with the now-famous research on feeling-of-knowing judgments carried out by Joe Hart 50 years ago when Joe and I were both graduate students at Stanford University. After speculating on why mainstream memory researchers, me in particular, were slow to realize the importance of research on metacognitive processes, even after John Flavell and Henry Wellman had provided an elegant definition of the field during the 1970s, I discuss the events and dynamics that ultimately made it clear that understanding metacognitive processes is a critical component of understanding human learning and memory processes more broadly.
Epistemology and Philosophy of Science
Authors: Bueno Otavio
Published: February 2016

In this chapter, two significant connections between epistemology and philosophy of science are discussed: approaches to knowledge in traditional epistemology and in philosophy of science, and the roles played by instruments in the production of scientific knowledge. The author considers, in particular, how these roles can be illuminated by certain forms of epistemological theorizing, such as internalism and externalism. These considerations indicate the significance that internalist and externalist considerations play in the proper formulation of suitable epistemic conditions for scientific instruments. By engaging with this aspect of epistemological reflection, philosophers of science can be provided a better account of the epistemology of instruments, which produce some of the most significant pieces of knowledge in scientific practice. The author concludes that closer connections between epistemology and philosophy of science would be beneficial to both fields.
Game Theory
Authors: Bicchieri Cristina , Sillari Giacomo
Published: February 2016

Game theory aims to understand situations in which decision-makers interact strategically. Chess is an example, as are firms competing for business, politicians competing for votes, animals fighting over prey, bidders competing in auctions, threats and punishments in long-term relationships, and so on. In such situations, the outcome depends on what the parties do jointly. Decision-makers may be people, organizations, animals, or even genes. In this chapter, the authors review fundamental notions of game theory and their application to philosophy of science. In particular, Section 1 looks at games of complete information through normal and extensive form representations, introduce the notion of Nash equilibrium and its refinements. Section 2 touches on epistemic foundations and correlated equilibrium, and Section 3 examines repeated games and their importance for the analysis of altruism and cooperation. Section 4 deals with evolutionary game theory.
Scientific Theories
Authors: Halvorson Hans
Published: February 2016

Since the beginning of the twentieth century, philosophers of science have asked, “what kind of thing is a scientific theory?” The logical positivists answered: a scientific theory is a mathematical theory, plus an empirical interpretation of that theory. They also assumed that a mathematical theory is specified by a set of axioms in a formal language. Later twentieth-century philosophers questioned this account, arguing instead that a scientific theory need not include a mathematical component or that the mathematical component need not be given by a set of axioms in a formal language. In this chapter, the author surveys the various accounts of scientific theories in twentieth-century philosophy, trying to remove some misconceptions and clear the path for future research.
Introduction
Authors: Humphreys Paul
Published: February 2016

This introduction provides an overview of the current state of philosophy of science and some predictions about its future direction. The contents of the handbook are described using a framework based on the unity of science and approaches to reduction, with the successes and failures of each described. New areas in the discipline, such as the philosophy of astronomy, data, neuroscience, and post-empiricism are discussed, as well as traditional areas such as causation, explanation, and theory structure. A defense of contemporary philosophy of science against external criticisms is given, including examples of progress within the field and technical relevance to particular sciences. The reasons for internal disagreements are provided and compared to disagreements within science.
Philosophy of the Psychological and Cognitive Sciences
Authors: Sprevak Mark
Published: February 2016

This chapter surveys work in philosophy of the psychological and cognitive sciences. The survey is organized by the type of task that philosophers have taken on. The author focuses on four types of task: (1) how we should interpret theories in cognitive science, (2) how we should precisify theoretical concepts in cognitive science, (3) how theories or methodologies in cognitive science cohere, and (4) how cognitive states, processes, and capacities should be individuated.
Prevention and Intervention in the School Setting
Authors: D'Amico Elizabeth J. , Osilla Karen Chan , Stern Stefanie A.
Published: February 2016

It is well known that the prevalence of alcohol and other drug (AOD) use in the United States increases during the middle school and high school years. The current chapter focuses on the effects of AOD use on youth, and risk and protective factors that may contribute to initiation and escalation of AOD use during this developmental period. The chapter also discusses the importance of creating developmentally appropriate prevention and intervention programming for this age group. The authors provide data on several middle school and high school prevention and intervention programs that have delivered curricula in the school setting to attempt to decrease AOD use. They focus on programs that had a student-only component for their program and had also published at least a 1-year follow-up. They also discuss potential future directions for prevention and intervention for this age group.
Introduction and Overview
Authors: Sher Kenneth J. , Vergés Alvaro
Published: February 2016

Substance use and substance use disorders (SUDs) have been documented in a number of cultures since the beginnings of recorded time and represent major societal concerns in the present day. The chapters in this Handbook review a number of different areas of inquiry into the fundamental nature of substance use and SUDs, their features, their causes, their consequences, their course, their treatment, and their prevention. It is clear that understanding these various aspects of substance use and SUDs requires a multidisciplinary perspective that considers the pharmacology of drugs of abuse, genetic variation in these acute and chronic effects, and psychological processes in the context of the interpersonal and cultural contexts. This chapter provides a general overview of most (but not all) of the topics covered in the Handbook, guiding the reader to the relevant chapters that address each topic in more detail.
Plays 1616–1637
Authors: Rockwood Catherine
Published: February 2016

This chapter summarizes the historical reputation of Ben Jonson’s final works for the public stage during the late Jacobean era and the beginning of the Caroline period, c.1616–37. It incorporates current lines of research and discussion into a reading of each text, and argues for their particular value as examples of acute, sometimes critical, always entertaining dramatic commentary on early modern mores and topical subjects. It suggests, with specific reference to The Staple of News (1626) and A Tale of A Tub (1633), that Jonson paid continued and visible attention to his role and responsibilities as an author positioned at the intersection of the public sphere and the republic of letters.
Information Structure in Japanese
Authors: Tomioka Satoshi
Published: February 2016

Japanese is known to have rich encoding of information structure in its grammar. Focus and givenness can be prosodically marked, and there are syntactic structures that are sensitive to information structure, such as cleft sentences, right dislocation, and a variety of phonologically silent structures. This chapter introduces core empirical facts surrounding Japanese information structure, which form the basis of numerous theoretical endeavours. Special attention is paid to the properties of wa-marked phrases. While the particle wa is closely tied to the notion of ‘aboutness’ topic, it has other uses that are not obviously connected to aboutness. The grammar of wa-marking also figures prominently in the discussion of a few additional issues that the chapter addresses, namely contrastiveness and its possible link to scalar implicature, and the recursively/embeddability of topicality in the context of ‘embedded root phenomena’.
The Vocal Tract in Singing
Authors: Story Brad
Published: February 2016

Precise control of the vocal tract configuration is of critical importance for producing the desired acoustic characteristics of singing. The pattern of acoustic resonances generated by a given vocal tract shape influences vowel identity, voice quality (timbre), and, to some degree, the spectral characteristics of the voice excitation source itself. This chapter is broadly focused on how the vocal tract shape can be tuned (i.e., modified) in subtle ways to enhance the signal radiated from a singer to an audience. In particular, the vocal tract shape contributions to the “singing formant,” the enhancement of vibrato, and harmonic/formant alignment are discussed.
Children Singing: Nurture, Creativity, and Culture. A Study of Children’s Music-Making in London, UK, and in West Bengal, India
Authors: Harding Valentine
Published: February 2016

This chapter considers children’s music-making in London, UK, and in rural West Bengal, India. While learning styles within these communities differ considerably, folk music is the basis of learning in both, with nursery rhymes and children’s songs considered within this category of “folk” music. The role of parents in both communities is a crucial factor in the learning process. In the Bengali context, parents often continue to teach music to their child into adulthood. The chapter considers the process of nurturing in early years, the role of nursery rhymes, teaching styles, introducing children to their cultural roots and, above all, the reactions of children themselves to these processes. The narrative also includes the influences of colonialism on children’s songs past and present, both in the UK and India, and in other previously colonized countries. The impact of modernization in India on the development of folk music is also considered.
Vocal Performance in Occasional Singers
Authors: Dalla Bella Simone
Published: February 2016

There has been increasing evidence that occasional singers can carry a tune (e.g., when asked to sing a known song or to imitate single pitches, intervals, and melodies). Occasional singers typically sing accurately, although most lack precision when repeating the same pitch or interval. Proficient singing, as is demonstrated by competent pitch perception and production in the majority, is supported by a complex functional architecture, including perceptual, motor, sensorimotor translation, and memory processes. This architecture is supported by a complex neuronal circuitry; the malfunctioning of components due to brain damage or congenital disorders may lead to poor-pitch singing. Research on singing proficiency in occasional singers still faces challenges regarding the choice of a standard set of measures for assessing abilities and of criteria to tell apart poor from good singers. An approach based on multiple tasks sharing common sets of measures, and with a relative criterion (within a normative group) is favored.
The Arab Uprisings of 2011 in Historical Perspective
Authors: Chalcraft John
Published: February 2016

This chapter aims to place the Arab uprisings of 2011 in historical perspective, addressing questions of change and continuity by comparing and contrasting these uprisings with previous cases of contentious mobilization in the region, going back to the nineteenth century. The chapter argues that the uprisings can be linked to growing protests against domestic regimes in the region since the 1970s, and are similar to people-power uprisings in other parts of the world. The chapter points to the under-researched democratic genealogies of these uprisings, arguing that these played an important role in securing the unity of contentious crowds. The mass uprisings had their surprising and creative dimensions; they emerged without any preceding state breakdown and they constituted the people as a sovereign subject in a way distinctive from anticolonial nationalism.