bluuebunny/crossref_metadata_2025_split huggingface dataset:
Resilience
Authors: Farris Jaelyn R. , Borkowski John G. 
Published: January 2010

AbstractResilience refers to successful adaptation in the face of major risks or stressors. Three aspects of the definition are noteworthy: (1) resilience refers to a process or pattern of adaptation rather than a characteristic of a person; (2) resilience is based on inferences about adaptation in the face of adversity, which implies that in order to be considered resilient, an individual has to be exposed to a risk or major challenge; and (3) a resilient person must maintain or return to adequate levels of functioning following exposure to risk. A person may be resilient in one domain of functioning but not in another, in one situation but not in another, and at one point in time but not at another. Therefore, resilience refers to a specific type of positive adaptation in a specific situation at a specific point in time, following exposure to one or more risk factors.
Response Set
Authors: Risko Evan F. 
Published: January 2010

Abstract
The response set is composed of the group of acceptable responses in a given experimental context. The response set represents the mapping between a given stimulus and the correct response. For example, in a Stroop task, if the instruction is to “name the ink color of the color word” and the ink colors used are red and green, then the response set consists of the responses “red” and “green.” Response set needs to be differentiated from the stimulus set. In the previous example, the response set (i.e., “red” and “green”) and the stimulus set (i.e., the colors red and green) are the same, but this need not be the case. For example, participants could be instructed to respond “green” to the ink color red and “red” to the ink color green. The response set and the stimulus set together form the task set. There are a number of empirical phenomena associated with the study of response set. Major areas of interest include the effect of (1) the relation between stimulus set and response set, (2) response set membership in selective attention tasks, (3) response set size, and (4) switching response sets. Together, the work on response set has increased our understanding of how behavior is both organized and controlled.
Rewards and Intrinsic Interest
Authors: Sarafino Edward P. 
Published: January 2010

AbstractIt is usually assumed that giving rewards for performing a task increases future motivation for and engagement in that activity. A large body of research supports this assumption (Baldwin & Baldwin, 1998; Sarafino, 2001). In the early 1970s, however, studies began to find that under certain conditions, the opposite effect seemed to occur: External rewards for performing an intrinsically interesting activity undermined subsequent interest in and performance of that task.
Reynolds Adolescent Depression Scale
Authors: Reynolds William M. 
Published: January 2010

Abstract

The Reynolds Adolescent Depression Scale (RADS) was first published in 1987 and since then has become one of the most used self‐report measures of depression in adolescents. In 2002, the second edition of the RADS was published (RADS‐2; Reynolds, 2002), which included the development of four empirically derived subscales that reliably evaluate meaningful components of depression in adolescents; extension of the age range to include 11‐ to 20‐year‐olds; a new standardization sample of 3,300 adolescents; standard scores (
T
scores) to assist in interpretation and comparisons across subscales; a new empirically derived clinical cutoff score; a quick scoring carbonless test protocol; and an expanded test manual with extensive psychometric information and interpretive procedures.
R
okeach,
M
ilton (1918–1988)
Authors: Staff  
Published: January 2010

Abstract
Milton Rokeach was born in Hrubishow, Poland, in 1918, and moved with his family to Brooklyn when he was seven years old. He graduated from Brooklyn College in 1941. He enrolled in the fledgling social psychology program at Berkeley in 1941, but his studies were interrupted by a stint (1942–1945) in the Air Force Aviation Psychology Program. He returned to Berkeley in 1946 and received his Ph.D. in 1947. From 1947 to 1970 he was a member of the Michigan State University Psychology faculty. He joined the faculty at the University of Western Ontario from 1970 to 1972, and he then moved to Washington State University where he worked in sociology and psychology from 1972 to 1986. He joined the faculty at the University of Southern California in 1986. Rokeach received the Kurt Lewin Memorial Award from the American Psychological Association in 1984 and the Harold Lasswell Award from the International Society of Political Psychology in 1988.
Rumor
Authors: DiFonzo Nicholas 
Published: January 2010

Abstract
Rumors are information statements in circulation that lack a solid basis of evidence. They typically arise in contexts that are unclear or threatening and are passed along in an attempt to gain clarity or reduce risk (DiFonzo, 2008). Rumors are, first of all, declarative statements that purport to tell us something, and—especially in contradistinction to gossip and urban legends—are perceived as relatively urgent or important. For example, the false rumor “Tropical Fantasy Fruit Punch contains a sterilizer for black men” made a claim about the punch's ingredients that Brooklyn residents once took quite seriously (Freedman, 1991). Rumors are more than private thoughts, attitudes, or stereotypes; they must be communicated or discussed with others. The central feature of rumor statements is that they are unverified or unsubstantiated. A comparison with news is helpful here. News is normally backed up by secure standards of evidence, whereas rumors never are. Labeling a statement as “rumor” does not signify that it is necessarily false but simply doubtful; the statement may in fact be true or false.
Russia, Psychology in
Authors: Balachova Tatiana , Tsvetkova Larissa 
Published: January 2010

Abstract

Two important traditions of clinical and experimental research played a decisive role in the development of psychology in Russia. Psychiatrists established most of the early psychological laboratories to serve the needs of psychiatric patients and to facilitate clinical research. V. Bekhterev inaugurated the first laboratory at the Kazan University clinic in 1886, soon followed by laboratories in other psychiatric clinics. Bekhterev founded the journal
Review of Psychiatry, Neuropathology, and Experimental Psychology
in 1896, and in 1907, he founded the Psychoneurological Institute in St. Petersburg, which is currently named the Bekhterev Research Psychoneurological Institute and is the leading center for medical (clinical) psychology in Russia.
Scapegoating
Authors: Glick Peter 
Published: January 2010

Abstract
Scapegoating is unfairly blaming a group for causing societal misfortunes (e.g., the Nazis blaming the Jews for Germany's loss of World War I). Mass frustrations, such as economic, political, and social crises, can lead to severe attacks against scapegoated groups, including ethnic cleansing and genocide. Early scapegoating theories invoked Freudian psychodynamics and, later, the frustration–aggression hypothesis. Both view scapegoating as displaced aggression, in which people vent frustrations on an innocent and usually weak and vulnerable victim. A recent approach, however, views scapegoating as rooted in stereotypes that exaggerate the power of successful minority groups.
Schizoaffective Disorder
Authors: Tso Ivy F. , Chun Jinsoo , Deldin Patricia J. 
Published: January 2010

Abstract
Schizoaffective disorder was first described in the literature by Kasanin in 1933, referring to a group of patients in whom both psychotic (“schizo”) and mood (“affective”) symptoms are prominent features. A formal diagnosis of schizoaffective disorder requires that (1) a mood episode (major depressive, manic, or mixed) co‐occurs with active schizophrenia symptoms; (2) hallucinations or delusions have occurred for at least 2 weeks in the absence of prominent mood symptoms; (3) the mood symptoms are present for a substantial portion of the total active and residual phases of schizophrenia; and (4) the symptoms are not related to the direct physiological effects of a substance or a general medical condition. Schizoaffective disorder can be further broken down into two subtypes: depressive type (if the mood component consists of only major depressive episodes) and bipolar type (if a manic or mixed episode is part of the mood component). Because loss of interest or pleasure also resembles another common symptom of schizophrenia (i.e., anhedonia), the other essential feature of a major depressive episode, pervasive depressive mood, must be present in the depressive type of schizoaffective disorder.
Schizophrenia
Authors: Marcello Stephanie C. , Silverstein Steven M. 
Published: January 2010

AbstractSchizophrenia is a severe mental disorder that is characterized by abnormal sensory experiences, or hallucinations (e.g., hearing voices that are not there); odd beliefs not shared by those around you, or delusions (e.g., that one is being followed by the FBI or that one's thoughts can be heard by nearby people); loss of normal functions such as motivation and anticipating pleasure (i.e., negative symptoms); cognitive impairment; and problems in social functioning. It is a heterogeneous disorder, in that the extent and severity of the symptoms, cognitive deficits, and social dysfunction vary among individuals. The diagnosis of schizophrenia is based on meeting criteria for the presence of symptoms, decline in functioning, and level of disability and on ruling out other possible causes of the symptoms (e.g., certain neurological disorders, substance abuse). There is no laboratory or medical test that can be used to diagnosis this disorder. One theory is that schizophrenia is not a single disease but an array of disorders that share a final common pathway leading to the brain abnormalities and clinical features associated with this diagnosis.
Schizophrenia, Childhood and Adolescent
Authors: Larsen Molly , Walker Elaine 
Published: January 2010

Abstract
Schizophrenia is a serious mental illness that usually has its onset in early adulthood, with a typical age at onset between ages 20 and 25 (Goldner, Hsu, Waraich, & Somers, 2002). Although much less common, the illness can also occur in children and adolescents. These early‐onset cases are often characterized by more severe symptoms with a worse prognosis, and the patients are more likely to be male (Rapoport & Inoff‐Germain, 2000). However, the results of genetic and neurobiological studies generally suggest that childhood‐onset schizophrenia and adult‐onset schizophrenia are the same disorder and have common etiologic factors. Thus, the same diagnostic criteria are used to diagnose children and adults (American Psychiatric Association [APA], 2000).
Schizophrenia, Functional Outcomes in
Authors: Harvey Philip 
Published: January 2010

Abstract
The classic symptoms of schizophrenia, such as delusions, hallucinations, and elements of disorganized behavior (e.g., communication abnormalities and bizarre behavior), are striking in their presentation. However, the most common symptom of schizophrenia is disability in everyday functioning: impairments in social, living, and vocational outcomes. The striking clinical signs of schizophrenia are episodic in nature and can come and go even in the absence of treatment, as demonstrated by the fact that up to a third of people with schizophrenia demonstrated remission of these symptoms even prior to the development of antipsychotic medications. In contrast, disability in schizophrenia develops early in the illness and is persistent, even during periods when the symptoms just described are absent because of treatment or spontaneous remission.
Schizotypal Personality Disorder
Authors: Peskin Melissa , Raine Adrian 
Published: January 2010

Abstract

Schizotypal personality disorder is characterized by a constellation of traits that fall into three main clusters: cognitive‐perceptual disturbances, interpersonal disturbances, and disorganized, eccentric behavior. Although long described under a variety of names by researchers, this constellation of traits was given its current name in 1980 with the publication of the third edition of the
Diagnostic and Statistical Manual of Mental Disorders
(DSM‐III; American Psychiatric Association, 1980). Prior to that, researchers referred to the interpersonal and disorganized features of schizotypy as “borderline schizophrenia” in an attempt to characterize those clinical features seen in relatives of individuals with schizophrenia. According to the most recent revision of the DSM, the DSM‐IV‐TR (American Psychiatric Association, 2000), the disorder consists of a pervasive pattern of social and interpersonal deficits characterized by profound discomfort with, and decreased capacity for, close relationships, in addition to odd behaviors and cognitive and/or perceptual distortions. This pattern begins by early adulthood and occurs in various contexts.
School Adjustment
Authors: Reich Holly A. , Flanagan Kelly S. 
Published: January 2010

AbstractSchool adjustment is the degree of school acculturation required or adaptations necessitated for maximizing the educational fit between students' unique characteristics and the distinct nature and requirements of learning environments. Indeed, a student's school adjustment depends on the match between his or her competencies and needs and the demands of the school environment. School adjustment may fluctuate across schools and years or across different domains or classrooms within the same year and is influenced by a myriad of complex and interconnected factors.
Schools of Professional Psychology
Authors: Chin Jean Lau 
Published: January 2010

Abstract
Schools of professional psychology have as their primary purpose to educate and train psychologists for clinical practice that is informed by the science of psychology. The professional psychology movement began in the 1970s as a response to the gap in clinical psychology training in which the study of psychology as a science was often disconnected from the practice of psychology. The Vail Conference of 1973 defined this practitioner–scholar focus on professional psychology training. In addition to the Doctor of Philosophy degree (PhD), the Doctor of Psychology degree (PsyD), with its emphasis on practice, had also achieved credibility by this time, making it possible to expand clinical training of psychologists beyond research universities. In addition, Adelphi University had shown that it was possible for such programs to develop in a university setting, and the California School of Professional Psychology had shown that these programs could develop as free‐standing entities. Following the Vail Conference, many professional schools either were founded or were in the process of being founded (Peterson, Peterson, Abrams, & Stricker, 1997).
Seasonal Affective Disorder
Authors: Roecklin Kathryn A. , Rohan Kelly J. 
Published: January 2010

Abstract

Seasonal affective disorder (SAD) is recurrent major depression with onset and full remission (or change to hypomania or mania) during characteristic seasons. For the vast majority of SAD cases, major depressive episodes begin in the fall or winter and remit or change in the spring. SAD is diagnosed as major depressive, bipolar I, or bipolar II disorder with a seasonal pattern in the
Diagnostic and Statistical Manual of Mental Disorders
(DSM‐IV‐TR; American Psychiatric Association, 2000). Among SAD patients, major depressive disorder is the most common diagnosis, bipolar II is less common, and bipolar I is rare. The average age of onset for SAD is 23 to 27 years, but SAD has also been observed in children and adolescents (Magnusson & Partonen, 2005).
Self‐Determination
Authors: Deci Edward L. , Ryan Richard M. 
Published: January 2010

Abstract
Early psychological scientists interested in the regulation of behavior focused primarily on reinforcements such as tangible rewards that were said to strengthen the associative bonds that regulated people's behavior (Hull, 1943; Skinner, 1953). An associative bond is a hypothetical construct represented as a mechanistic link between some type of stimulus and a particular response, which then prompts the response when that stimulus is present. With reinforcements and associative bonds as the determiners of behavior, people's thoughts were said to be irrelevant to the causes of behavior.
Self‐Esteem
Authors: Mruk Christopher J. 
Published: January 2010

Abstract

The term
self‐esteem
was first coined by William James in 1890, which makes it one of the oldest concepts in psychology. Self‐esteem's importance is often seen in relation to such crucial areas as human motivation, development, performance, coping ability, relationship formation, psychopathology, and mental health or overall well‐being. Self‐esteem also appears to be the third most frequently occurring theme in psychological literature, with more than 25,000 articles, chapters, and books written on the topic (Rodewalt & Tragakis, 2003). Given such a long and important history, it is not surprising to find several definitions of self‐esteem in the field (Mruk, 2006). Three of these definitions generate distinct schools of thought consisting of central ideas about self‐esteem, major theories consistent with each set of ideas, and a related body of research concerning the role self‐esteem plays in behavior. Therefore, understanding self‐esteem and its field requires appreciating each position, especially in terms of relative strengths and weaknesses.
Self‐Help Groups
Authors: Klaw Elena , Luong Desiree 
Published: January 2010

Abstract
A self‐help group is an organization of individuals sharing a common concern who meet regularly to provide and receive emotional support and to exchange information. Self‐help groups exist for nearly every health and social support problem; this makes them a useful referral source for mental health professionals. Further, because self‐help groups are free of charge and allow unlimited attendance, they provide ongoing support to participants regardless of limits imposed by financial resources and managed health care. Self‐help groups thus provide vital access to care for underserved groups. In fact, individuals with low incomes (less than $20,000/year) and low social support are more likely to participate than individuals with higher levels of economic and support resources (Klaw & Humphreys, 2004). Although self‐help groups have traditionally convened through face‐to‐face meetings, in recent years Internet self‐help forums have proliferated.
Sensation Seeking
Authors: Zuckerman Marvin 
Published: January 2010

Abstract
Sensation seeking is a personality trait expressed in the generalized tendency to seek varied, novel, complex, and intense sensations and experiences and the willingness to take risks for the sake of such experiences (Zuckerman, 1979, 1994, 2007). Others have used different terms to describe what is essentially the same trait (e.g. novelty seeking, arousal seeking, thrill seeking, experience seeking, venturesomeness, excitement seeking, fun seeking).
Separation‐Individuation
Authors: Lapsley Daniel K. 
Published: January 2010

Abstract
Separation‐individuation is a fundamental organizing principle of human growth that has implications for adaptive functioning across the lifespan. In its most general sense individuation refers to a process “by which a person becomes increasingly differentiated from a past or present relational context” (Karpel, 1976, p. 66). Mature differentiation resolves the relational tension between agency and communion. Regarding communion, individuation requires maintaining a sense of attachment and connection to others—children and parents, mentors and protégés, friendship dyads, romantic partners and spouses—but without enmeshment and fusion with them. Indeed, the extent to which one experiences the self as fused with another is an indicator of how well communion is differentiated from enmeshment. Regarding agency, individuation requires a mature sense of autonomy and independence, but without isolation and alienation. Hence the goal of individuation is the capacity for autonomous selfhood in the context of ongoing relational commitments.
Sex Offenders
Authors: Campbell Terence W. 
Published: January 2010

Abstract
In response to public outrage evoked by highly publicized sexual assaults, 19 states have enacted sexually violent person (SVP) statutes (Arizona, California, Florida, Illinois, Iowa, Kansas, Massachusetts, Minnesota, Missouri, New Hampshire, New Jersey, New York, North Dakota, Pennsylvania, South Carolina, Texas, Virginia, Washington, and Wisconsin). These laws mandate a civil hearing to determine whether a sex offender should be committed and confined indefinitely for treatment. Texas's SVP statute is unique in that it places committed offenders into supervised community settings.
Sexual Orientation and Gender Identity
Authors: Diamond Milton 
Published: January 2010

Abstract

Sexual orientation refers to the erotic‐love‐affectional partners a person prefers. In lay usage, one often speaks of a person as a homosexual or heterosexual, and indeed, people often refer to themselves the same way. Such usage, however, often links together those whose regular sexual partners are of the same sex with those whose same‐sex encounters are rare. The terms
heterosexual, homosexual,
and
bisexual
are better used as adjectives, not nouns, and are better applied to behaviors, not people. Diamond has encouraged using the terms
androphilic, gynecophilic,
and
ambiphilic
to describe the sexual‐erotic partners one prefers (
andro
= male,
gyneco
= female,
ambi
= both,
philic
= to love). Such terms obviate the need to specify the subject and focus instead on the desired partner. This usage is particularly advantageous when discussing the partners of transsexual or intersexed individuals. These newer terms also do not carry the social weight of the former ones.
Sexuality, Optimal
Authors: Kleinplatz Peggy J. , MéNARD Dana 
Published: January 2010

Abstract
Optimal sexuality occupies a paradoxical place in the public consciousness: Everybody seems to want more and better sex, as is evident in popular culture (e.g., magazine headlines, television talk shows, the Internet). However, few lay or professional persons have any idea as to what that would actually look like or how to attain it. There is very little emphasis within psychology in general and sexology in particular on optimal experience (Mahrer, 2008). At present, despite the plethora of ill‐conceived advice about how to achieve “great sex” in the mass media, there is a lack of clinical knowledge and in‐depth public discourse concerning the nature of optimal sexuality.
Sham Rage
Authors: Robinson Jennifer L. , Demaree Heath A. 
Published: January 2010

AbstractSham rageis defined as an affective and pathological aggressive state characterized by manifestations of fear and anger that lead to drastic physiological and behavioral changes. Although research has attempted to better understand the anatomical substrates associated with sham rage since its earliest observations dating back to the late 1800s, variations in the methodological approaches employed and the diverse range of species studied, combined with contradicting results, have limited advances within the field. The present description outlines the history and the most consistent neurological findings of sham rage in both animals and humans. The major connections from the limbic system, and the amygdala in particular, to other brain regions are then elucidated. In conclusion, a general model of hostility and sham rage is presented.