bluuebunny/crossref_metadata_2025_split huggingface dataset:
Correctional Psychology
Authors: Dvoskin Joel A. , Morgan Robert D. 
Published: January 2010

Abstract
Psychologists have a long and storied history within American corrections. Although psychologists' roles were originally aimed at institutional management and correctional rehabilitation, over the course of time services have increasingly focused on treatment of serious mental illness (SMI) and emotional crises. For many years, correctional mental health services were often limited to psychopharmacological treatments; however, this is no longer the case, and psychologists are now in significant demand. With their versatile skill set (e.g., assessment, treatment, behavioral programming, and research), psychologists are the most frequently employed mental health professionals in correctional settings (Camp & Camp, 1999). Psychologists have become so essential to correctional facilities that the field has become a leading employer of clinical and counseling psychologists.
Countertransference
Authors: Gelso Charles J. 
Published: January 2010

Abstract
The topic of the therapist's countertransference to the client and the client's verbal and nonverbal behavior has been around since the very earliest days of the “talking cure” in the early twentieth century. This concept, however, has had a complex and unsteady history. For many years, it was viewed as something to be done away with, and its presence marked a treatment that was not going well. Perhaps because of this negative view, countertransference was avoided as a topic of study in the early years of psychotherapy and psychoanalysis. During the past 25 years, however, there has been an upsurge of interest, and many studies have been conducted on countertransference. This increase has coincided with a broadened conception of countertransference as a process that may be highly beneficial to therapy or highly detrimental, depending on how and what the therapist does with his or her countertransference reactions. Epstein and Feiner (1979) maintain that these two themes, countertransference as a hinderance and countertransference as an aid to understanding, have been intertwined like a double helix throughout much of the history of therapy.
C
ronbach,
L
ee
J
. (1916–2001)
Authors: Staff  
Published: January 2010

Abstract
Lee J. Cronbach received his BA from Fresno State College and the PhD from the University of Chicago in 1940. He taught at the Universities of Chicago, Illinois, and Stanford. He was Vida Jacks Professor of Education at Stanford. In 1957, he served as president of the American Psychological Association, and in 1974 received its Distinguished Scientific Contributions Award.
Cross‐Cultural and Cross‐National Assessment
Authors: Oakland Thomas 
Published: January 2010

AbstractCross‐cultural assessment refers to the practice of acquiring test data on persons who differ culturally. Such assessment practices originally were used somewhat exclusively by persons who specialized in cross‐cultural psychology, a branch of psychology that studies similarities and variances in human behavior and psychological constructs across cultures (VandenBos, 2007). Cross‐cultural scholarship has been described as growing from a whisper in the 1960s to a thriving enterprise in the twenty‐first century (Segall, Lonner, & Berry, 1998). This growth is seen, in part, in an increase in the numbers of cross‐cultural studies, going from an estimated 600 in 1978 to approximately 1,500 in 2003 (van de Vijver, 2006).
Cultural Bias in Psychological Testing
Authors: Helms Janet E. 
Published: January 2010

AbstractCultural bias has no a priori definition. Instead, its presence is inferred from differential performance of socioracial (e.g., Blacks, Whites), ethnic (e.g., Latinos/Latinas, Anglos), or national groups (e.g., U.S. Americans, Japanese) on measures of psychological constructs such as cognitive abilities, knowledge or skills (CAKS), or symptoms of psychopathology (e.g., depression). Historically, the term grew out of efforts to explain between‐group score differences on CAKS tests primarily of African American and Latino/Latina American test takers relative to their White American counterparts and concerns that test scores should not be interpreted in the same manner across these groups. Although the concept of cultural bias in testing and assessment also pertains to score differences and potential misdiagnoses with respect to a broader range of psychological concepts, particularly in applied psychology and other social and behavioral sciences, this aspect of cultural bias has received less attention in the relevant literature (Tyson, 2004). Therefore, cultural bias as it pertains to CAKS testing is the primary focus herein.
Cyclothymic Disorder
Authors: Alloy Lauren B. , Abramson Lyn Y. 
Published: January 2010

AbstractCyclothymic disorder is characterized by two or more years of recurrent and intermittent mood episodes in which the individual oscillates or “cycles” between periods of depression and hypomania, with or without normal periods interspersed between the depressive and hypomanic states. Cyclothymic depressions include symptoms such as sadness, anhedonia, low energy, pessimism, poor concentration, and sleep and appetite changes resembling those observed in episodes of major depression. Cyclothymic hypomanic periods involve symptoms such as euphoria, high energy/activity, talkativeness, high self‐confidence and grandiosity, decreased sleep, and impulsive, reckless behaviors typically observed in mania. However, unlike major depression and mania, both types of cyclothymic mood episodes are of subsyndromal intensity and duration (two to three days on average). Cyclothymic disorder can present as predominantly depressed, predominantly hypomanic, or balanced with approximately equal proportions of high and low periods (Goodwin & Jamison, 1990).
Declarative Memory
Authors: Eichenbaum Howard 
Published: January 2010

AbstractDeclarative memory involves representations of facts and events that are subject to conscious recollection, verbal reflection, and explicit expression. Sometimes also called explicit memory, declarative memory is contrasted with procedural, implicit, or (simply) nondeclarative memory. The distinguishing features of declarative memory, as just introduced, involve a combination of two major features. One of these features is its mode of expression, characterized by the ability to bring facts and experiences to mind, that is, the ability to consciously recall items in memory. The second feature involves the ability to express a recalled memory in a variety of ways, most prominently by verbal reflection on a learned fact or past experience, but also by using the memory to answer a variety of questions or solve any of a variety of problems.
Dependent Variables
Authors: Drew Clifford J. 
Published: January 2010

Abstract

Dependent variable
is a term used in research methods and refers to the attribute being measured. In experimental research the dependent variable is what is being assessed to determine the effect of manipulating the independent variable. The term dependent variable is also labeled as the
criterion measure
by some research methodologists. The dependent variable or variables (it is not unusual to record multiple measures in an investigation) may involve behavioral, physiological, or social characteristics, depending on the nature of the study. It may involve assessment of performance, such as the amount of information a participant might learn as measured by the number of correct responses on a test.
D
eutsch,
M
orton (1920– )
Authors: Staff  
Published: January 2010

Abstract
Morton Deutsch was born, prematurely, in 1920 into a middle‐class family in New York City, the last of four sons. He was always eager to be more advanced than his age, so he skipped grades through elementary and high school and entered the City College of New York (CCNY) at the age of 15. He began as a pre‐med major with the idea of becoming a psychiatrist. However, after dissecting a pig in biology lab, he switched to psychology. While at college, he was deeply immersed in a student culture that highly valued Marx, Freud, the scientific method, and political activism.
Developmental Test of Visual Motor Integration
Authors: Bernstein Jane Holmes 
Published: January 2010

Abstract
The Developmental Test of Visual Motor Integration (VMI), now in its fifth edition, has clearly stood the test of time. Originally developed in 1967 by Beery and Buktenica, its longevity attests to its value to the clinical assessment community. This is not surprising. The VMI is an elegant test that has six critical features whose co‐occurrence may be unique in currently available psychological instruments. Its ease of administration minimizes examiner error and maximizes data quality. Its format is enjoyed by (most) children, which promotes rapport and maximizes clinical utility (most children are willing to complete all items—yielding both standard and age‐referenced data). It yields qualitative data, in that observation of the child's performance yields insights into psychological processes, deployment of motor skills, and response to increasing load as items increase in complexity. Its quantitative data include standard scores that permit ranking among peers and allow for monitoring of progress over time, and age‐referenced achievement levels, provided for each item, that may signal diagnostically relevant within‐child discrepancies in capacity when contrasted with standard scores. “Stepping Stones” age norms for tracking the progress of very young children are also provided for gross and fine motor, visual and visual motor development. Last, but by no means least, is an enormously valuable developmental trajectory reference set for each item that allows for evaluation of developmental status.
Diagnostic Interview Schedule for
DSM
‐
IV
(
DIS
‐
IV
)
Authors: Segal Daniel L. 
Published: January 2010

Abstract

The Diagnostic Interview Schedule for DSM‐IV (DIS‐IV; Robins, Cottler, Bucholz, Compton, North, & Rourke, 2000) is a structured interview designed to diagnose in a reliable and valid fashion the major psychiatric disorders according to the
Diagnostic and Statistical Manual of Mental Disorders
, fourth edition (DSM‐IV) (American Psychiatric Association, 2000). The DIS‐IV is unique among the multidisorder structured diagnostic interviews in that it is a fully structured interview specifically designed for use by nonclinician interviewers, whereas the other interviews are semi‐structured. By definition, a fully structured interview specifies clearly all questions and probes and does not permit deviations.
Dialectical Behavior Therapy
Authors: Jackson Safia C. , Linehan Marsha M. 
Published: January 2010

Abstract
Dialectical behavior therapy (DBT) is a comprehensive, multimodal cognitive‐behavioral treatment developed for clients with complex and difficult‐to‐treat mental disorders. Originally developed to treat chronically suicidal clients, DBT evolved into a treatment for suicidal clients meeting criteria for borderline personality disorder (BPD). Since its development, DBT has been adapted to treat other problem behaviors in clients with BPD (including substance abuse and eating disorders), suicidal adolescents with BPD features, suicidal behavior in elderly with major depressive disorder, and individuals with antisocial personality disorder in forensic settings. DBT combines basic change strategies drawn from cognitive‐behavioral therapy with acceptance‐based strategies from Eastern meditative (Zen) and Western contemplative practices. The fundamental dialectical tension in DBT is between an emphasis on validation and acceptance of the client with a persistent attention to behavioral change.
Disordered Thinking
Authors: Kleiger James H. 
Published: January 2010

Abstract
An integrative definition of disordered thinking encompasses a broad perspective that includes traditional concepts such as impaired pace and flow of associations along with such factors as (1) inefficient focusing and attentional processes; (2) deviant word usage; (3) errors in syntax and syllogistic reasoning; (4) inappropriate levels of abstracting; (5) failure to maintain conceptual boundaries; and (6) a breakdown in the discrimination of internal perceptions from external ones (reality testing). A sufficiently broad definition captures the multidimensional nature of disturbances in thought organization (Kleiger, 1999).
Dissociative Disorders
Authors: Kihlstrom John F. 
Published: January 2010

Abstract

The dissociative disorders, as listed in the current (4th) edition of the
Diagnostic and Statistical Manual of Mental Disorders
(DSM‐IV‐TR; American Psychiatric Association, 2000), include a number of different syndromes, all of which entail an alteration in consciousness affecting memory and identity. Patients with dissociative amnesia (formerly known as psychogenic or functional amnesia) cannot remember certain past experiences (episodic memory), while those with dissociative fugue (formerly known as psychogenic fugue) also lose their personal identities (semantic memory). Patients with dissociative identity disorder (DID; formerly known as multiple personality disorder, or MPD) alternate between two or more separate identities (selves, or “alter egos”), each with its associated fund of autobiographical memory—and an interpersonality amnesia separating at least one alter ego from the others.
Divorce, Child and Adolescent Adjustment in
Authors: Kelly Joan B. 
Published: January 2010

AbstractParental divorce has been viewed for many decades as the cause of a wide range of enduring behavioral, emotional, and social problems in children and adolescents. Divorced families have been characterized as flawed structures in which to raise children, whereas married families were assumed to offer healthy and nurturing environments. Such simplistic views regarding these family structures have been abandoned in the past 20 years, as evolving social science research has provided an increasingly complex understanding of both marriage and divorce. Although children and adolescents generally fare better in well‐functioning two‐parent families than in divorced families, not all married families provide appropriate parenting for their children, and many divorced families offer the nurturance and support necessary for positive outcomes (see Clarke‐Stewart & Brentano, 2006; Kelly, 2000).
Double Bind
Authors: Enfield Roger E. 
Published: January 2010

Abstract
Double bind is a concept characterizing an ongoing pattern of communication that imposes painful no‐win situations on its victim through two processes: first, through contradictory demands made at different levels of communication, and second, by preventing the victim from either discriminating and commenting on the bind or withdrawing from it. Originally studied in the relationships between schizophrenic adults and their families, the double bind was viewed as having had causal relevance for their schizophrenia through having impaired their capacities to derive clear meaning from communications and to participate in normal social relationships.
Down Syndrome
Authors: Buckley Sue 
Published: January 2010

AbstractPeople with Down syndrome are first and foremost people. They are men, women, and children who live with the condition and its consequences. They usually enjoy life and want the same things out of life as everyone else. As adults they want and have the right to live with dignity and choices. Increasingly, children with Down syndrome in enlightened communities attend nurseries, preschools, schools, and colleges with their mainstream peers and participate in their communities. As adults, they are increasingly living semi‐independently in their own homes, finding work, enjoying leisure facilities, finding partners, and getting married (Buckley, 2000). While this is true in the more developed countries, it is still the case that, in most parts of the world, many children with Down syndrome die young, most of those who survive do not have access to education or health care, and the majority are institutionalized. The point to stress is that, as in the experience of all other human beings, the development of children and adults with Down syndrome is strongly influenced by the care, education, and opportunities available to them. Negative attitudes toward individuals with disabilities and ignorance of what they can achieve are still widespread and diminish their lives and the lives of their families.
Educational Mainstreaming
Authors: Lindsay Geoff 
Published: January 2010

AbstractThe history of educational provision for children with special educational needs (SEN) and disabilities seems extraordinary from a modern perspective. In advanced countries, education is considered a universal right for all children and young people, while in developing countries this is typically an aspiration. Until relatively recently, however, there were children denied this right. For example, it was not until 1970 that children and young people with severe learning difficulties in the United Kingdom were allowed into the education system; previously, they had been cared for in a hospital or at home. This history is relevant today, even in advanced societies, as it lies at the heart of an important question for education policy: How should children and young people with SEN be educated, in special provision or with their typically developing peers? The history has led many to propose policy based upon avalues/rightsperspective (Lindsay, 2003); namely, that all children have the right to be educated in a common system. This is calledmainstreaming, which is also known asinclusive education. Another perspective, however, stresses the importance of the effectiveness of education.
Effect Size
Authors: Grissom Robert J. 
Published: January 2010

Abstract
Most broadly defined, an effect size measures the strength of association between variables or the degree of difference between parameters. If a null hypothesis is false, an effect size measures degree of falseness of that null hypothesis. In the planning of research, the anticipated effect size, or the effect size of minimum interest that the researcher wants to detect, is used in power analysis to estimate needed sample sizes. Estimates of effect size from related studies can be averaged in a meta‐analysis in order to yield a better estimate than could be expected from any single study.
Emotional Development
Authors: Cummings E. Mark , George Melissa R.W. , Kouros Chrystyna D. 
Published: January 2010

AbstractEmotions are a universal and to some extent innate psychological process. Although certain emotions are present at birth, emotions develop and become differentiated throughout the early years of life. Emotional feelings, expression of emotion, and emotional understanding all importantly develop in the first years of life. Emotional development is based on a variety of influences, including cognitive abilities, social interactions, and cultural influences. Although virtually everyone comes to express and experiences a range of emotions, events that elicit emotions and the expression of emotions may differ widely across individuals.
Emotional Intelligence
Authors: Cherniss Cary 
Published: January 2010

Abstract
Interest in emotional intelligence (EI) and related concepts has a long history in psychology. However, the earliest intelligence quotient (IQ) tests focused on cognitive abilities, and research on the social and emotional skills necessary for successful functioning continued to lag behind work on the purely cognitive ones. Then in the early 1980s psychologists like Gardner (1983) and Sternberg (1985) proposed that there are other kinds of intelligences, and in 1990 Salovey and Mayer began publishing on a new form of intelligence that they called emotional intelligence (Salovey & Mayer, 1990).
Empirically Supported Treatments
Authors: Sanderson William C. 
Published: January 2010

Abstract
Empirically supported treatments (ESTs), which were previously known as empirically validated treatments (EVTs) and more recently as evidence‐based treatments (EBTs), are psychological treatments that have been shown to be effective in well‐conducted controlled research trials. The initial and perhaps most influential effort to identify ESTs was undertaken in 1993 by a task force commissioned by the Society of Clinical Psychology, which is Division 12 of the American Psychological Association (APA) (cf. Task Force on Promotion and Dissemination of Psychological Procedures, 1993).
Employee Assistance Programs
Authors: Bray Jeremy W. , Karutzos Georgia , MacDermind Shelley M. 
Published: January 2010

Abstract
Employee assistance programs (EAPs) are workplace programs offered by employers to employees that assist troubled employees and their family members with a variety of issues, ranging from financial and legal concerns to mental health and substance abuse problems. EAPs traditionally focus on these problems as they affect workplace performance, but EAPs are broadening their focus to include the full range of work‐life issues. The EAP movement in the United States grew out of industrial alcohol programs in the 1950s and saw its biggest growth during the 1980s. It was during the 1980s that most EAPs moved from primarily alcohol‐focused programs to the multi‐issue or broad‐brush programs that they are today.
Environmental Psychology
Authors: Bechtel Robert B. 
Published: January 2010

Abstract
Environmental psychology has been called an interdisciplinary science that focuses on the interplay between human beings and the environment. What environmental psychology introduced to the field of psychology was the presence and influence of the physical environment, which up until recently had been largely ignored. In the late 1960s environmental psychology began by a merging of several disciplines: anthropology, architecture, planning, psychology, sociology, and even some aspects of engineering. Environmental psychology also contributed to the area of human factors by showing that choices of methods and objects were not always logical and often followed irrational motives. In order to encompass this diversity, several organizations were formed to establish a more or less concentrated effort.
Episodic Memory and the Hippocampus
Authors: Rudy Jerry W. , Teyler Timothy J. 
Published: January 2010

AbstractWhat did you have for breakfast yesterday? Who went with you to the movies? Who did you see at work today? It is likely that you can answer all questions of this sort. Moreover, if you continue to focus on retrieving information relevant to one or more of these questions, you will recover an amazing amount of contextual detail that surrounded the personal experience. Now answer another question: Did you intend to remember any of these experiences? The likely answer in most cases will be no. Thus, this small exercise reveals that your brain contains a memory system that automatically captures the content of your daily life and stores it in a manner that permits you to intentionally retrieve and replay it.