bluuebunny/crossref_metadata_2025_split huggingface dataset:
Brain Injuries
Authors: Oscar‐Berman Marlene , Mosher Susan M. 
Published: January 2010

AbstractThe brain can suffer injury in diverse ways: metabolic or structural abnormalities that are genetically inherited or perinatally induced; trauma from civilian accidents or military combat; toxicity from drugs, heavy metals, or poisonous gases; malnutrition; infections or diseases; tumors; cerebrovascular accidents (stroke); surgical removal of brain tissue for relief of epilepsy, intractable pain, or serious psychiatric symptomatology; and aging‐related disorders (e.g., Alzheimer's disease).
Bullying
Authors: Berger Kathleen Stassen 
Published: January 2010

Abstract
Bullying is quite distinct from normal child interaction, which may seem rough to some observers but is mutual, enjoyable, and friendly. By contrast, bullying is always repeated, intentionally harmful, and imposed on someone weaker. Taken together, these three characteristics make bullying not only unfair, but also destructive. Bullying harms the victims (who may become depressed lifelong), the bullies (who risk serious injury or prison if they do not change their behavior), and everyone else. Severe bullying was once thought to be rare, only physical, and confined to schools. Research has found each of these assumptions to be false.
C
alkins,
M
ary
W
hiton (1863–1930)
Authors: Lichtenstein P. E. 
Published: January 2010

Abstract
Mary W. Calkins attended Smith College where she studied classics and philosophy. After graduating in 1884, she worked with William James. When Hugo Munsterberg came to Harvard, Calkins worked for three years in his laboratory. Despite the fact that Calkins successfully defended her dissertation to a distinguished committee including William James, Hugo Munsterberg, and Josiah Royce, because of her gender the university records show that the successful examination was noted but that the PhD was never awarded. She later rejected the offer of a PhD from Radcliffe. At Wellesley College, where she taught, she established a psychological laboratory that she directed for 10 years. During this period she invented the method of paired associates for the study of memory.
Canadian Psychological Association
Authors: Cohen Karen R. 
Published: January 2010

Abstract
The Canadian Psychological Association (CPA), founded in 1939 and incorporated as a not‐for‐profit corporation in 1950, is Canada's national association of psychologists. It is a voluntary association for the profession and discipline of psychology. As such, it serves as an advocacy body; meeting the needs of its members as well as contributing psychological knowledge and expertise for the welfare of Canadians and Canadian society. The CPA is not a regulatory body for the practice of psychology—this latter activity is the responsibility of provincial and territorial regulatory bodies for each of the health professions.
Career Counseling
Authors: Herr Edwin L. 
Published: January 2010

Abstract
Career counseling can be thought of in at least three ways: one, as a single intervention that can assist clients with career behavior, issues, and problems; second, as a process that is overarching and includes various interventions that can be combined in different configurations to support the career counseling process and the needs of a given client; and third, as a continuum of career counseling and related interventions that make up a subspecialty within the general class of counseling (Gysbers, Heppner, & Johnston, 2003). This continuum responds to a wide‐range of content that clients bring to career counselors, such as situational and personal dilemmas, unemployment, underemployment, job dissatisfaction, relationship problems with co‐workers or supervisors, inadequate work skills, and family conflicts related to work.
Central Limit Theorem
Authors: Anderson Carolyn J. 
Published: January 2010

Abstract

Many statistical inferential procedures such as hypothesis testing and the estimation of confidence intervals are based on the assumption that the distribution of a sample statistic is normal. The Central Limit Theorem (CLT) often justifies the assumption that the distribution of a sample statistic (e.g., mean, sum score, and test statistic) is normal. The Central Limit Theorem states that, for a large sample of
n
observations from a population with a finite mean and variance, the sampling distribution of the sum or mean of samples of size
n
is approximately normal.
Central Nervous System
Authors: Enfield Roger E. 
Published: January 2010

AbstractThe central nervous system (CNS) refers to the portion of the nervous system that lies within the skull and spinal column and receives nervous impulses from sense receptors throughout the organism, regulates bodily processes, and organizes and directs behavior. Anatomically, the CNS comprises the brain and spinal cord, which float within the cranial cavity of the skull and the vertebral canal of the spinal column in a liquid matrix calledcerebrospinal fluid; this fluid also fills hollow space and serves as a protective cushion against damage. CNS tissue is further protected by three enfolding membranes called the meninges. The outer and toughest of the three, thedura mater, attaches to skull and spine, encasing the spongyarachnoid membranewithin which the cerebrospinal fluid circulates. The softpia materis contiguous with the outer layer of brain and cord.
Child Guidance Clinics
Authors: Wright J. Brooke , Flanagan Kelly S. 
Published: January 2010

Abstract
The National Committee for Mental Hygiene marshaled the child guidance clinic movement, which spanned the decades of the 1920s to 1940s. Child guidance clinics (CGCs) were established for the psychiatric study, treatment, and prevention of juvenile delinquency and conduct and personality disorders in 3‐ to 17‐year‐old non‐mentally retarded children. The CGC approach to children's mental health represented a shift from traditional treatment models, which were largely individual psychoanalytically oriented play therapy conducted by a psychiatrist or psychologist, toward more innovative modes of intervention. Further, the era of CGCs represented the first time that the mental health of children was considered an independently important focus for treatment.
Child Maltreatment
Authors: Miller Alec L. , Klein Dena A. 
Published: January 2010

Abstract
Each year, nearly 3 million suspected cases of child maltreatment are reported in the United States (Wekerle, Miller, Wolfe, & Spindel, 2006). Nearly 1 million cases are substantiated, although the true incidence is likely far greater than these estimates suggest. Abuse or neglect can fundamentally alter a child's developmental trajectory with long‐term detrimental effects on physical, emotional, social/interpersonal, and behavioral health outcomes. Research studies find, however, that with appropriate and timely interventions, maltreated children can grow up to experience healthy and productive lives.
Child Neglect
Authors: Berger Kathleen Stassen 
Published: January 2010

Abstract
Child abuse and child neglect are the two forms of child maltreatment. Both hurt children: abuse through deliberate action and neglect through omission of necessary action. Because of the pioneering work of thousands of professionals and lay people over the past half century, child abuse is now often (but not always) recognized and reported. As a result, children who are physically beaten, sexually exploited, and otherwise harmed are noticed and sometimes rescued.
Childhood Psychosis
Authors: Daley Melita , Cannon Tyrone 
Published: January 2010

AbstractPsychotic symptoms are rather uncommon in the overall psychopathology presenting in childhood and adolescence. However, affective psychoses (psychosis associated with mood disorders), dissociative psychoses (psychosis associated with PTSD or dissociative identity disorder), and psychoses associated with or secondary to substance abuse are commonly seen in clinical practice. Although the existence of childhood schizophrenia has been recognized since the early twentieth century (Kraepelin, 1919), the term “childhood psychosis” before the 1960s was used to refer to a heterogeneous group of pervasive developmental disorders without hallucinations and delusions. It was not until the 1980s that childhood‐onset schizophrenia (COS) was formally differentiated from autistic disorder, and that was after evidence was established that the clinical picture, family history, age of onset, and course of the two disorders were different. Even today, high rates of misdiagnosis remain, because transient psychotic symptoms can occur in healthy children, and fleeting hallucinations are not uncommon in nonpsychotic children, especially in the face of severe stress and anxiety. There is an increasing focus on COS as a neurodevelopmental disorder that is associated with deficits in cognition, affect, and social functioning (American Academy of Child and Adolescent Psychiatry [AACAP], 2001).
Classroom Behavior
Authors: Wentzel Kathryn R. 
Published: January 2010

AbstractClassroom behavior has been studied most often as a form of social competency that contributes to a student's overall adjustment to school. Typically, classroom behavior is defined with respect to negative or maladaptive behavioral styles (e.g., aggressive, inattentive, or disruptive behavior) or to prosocial and socially responsible competencies such as cooperative and prosocial interactions and self‐regulated behavior. These behavioral styles are manifest in the degree to which students adhere to social rules and expectations reflecting cooperation, respect for others, and positive forms of group participation that govern social interactions with teachers and peers in the classroom.
Client‐Centered Therapy
Authors: Knight Tracy A. 
Published: January 2010

Abstract

Client‐centered therapy—also referred to as person‐centered therapy and Rogerian therapy—is a major approach to counseling and psychotherapy developed by Carl R. Rogers. A fundamental clinical framework informing the humanistic psychology movement, client‐centered therapy and its theoretical basis stand in stark contrast to theories and psychotherapies that reduce human beings to components. The client‐centered approach maintains that human beings can only be understood as wholes, through their individual subjective experiences. Another difference between client‐centered therapy and most approaches to psychotherapy is that client‐centered therapy “definitely rejects the medical model which involves looking for pathology and developing a specific diagnosis, or thinking of treatment in terms of cure” (Rogers, 2007, p. 1). Client‐centered therapy posits specific attributes of a “good life” beyond the relative absence of psychopathology; it was designed to provide the conditions that encourage natural human growth and development toward the realization of the individual's potentials. Throughout his lengthy career, Rogers contributed numerous theoretical constructs and propositions that marked the evolution of his perspective. However, the central concept that serves as the core of his approach is the
actualizing tendency.
Clinical Judgment
Authors: Schwartz Alan 
Published: January 2010

Abstract
Clinical judgment is the cognitive process by which a clinician estimates a clinically relevant parameter for an individual patient or client. The product of that process (the parameter itself) may also be referred to as “a clinical judgment.” Although there are many parameters that a clinician might estimate, the two most important classes of parameters are, broadly speaking, probabilities of a clinical event and values for clinical states.
Clinical Psychology
Authors: Plante Thomas G. 
Published: January 2010

AbstractFor decades clinical psychology has been the most popular specialty area within psychology at the graduate, postgraduate, and professional levels (American Psychological Association, 2001; Mayne, Norcross, & Sayette, 2006). The remarkable amount of public attention that clinical psychologists such as Phillip McGraw (aka Dr. Phil) receive, as well as the frequency with which clinical psychologists are portrayed in movies, television programs, novels, and other media outlets is a testament to the popularity and intrigue of clinical psychology among the general population. This article overviews the field of clinical psychology and provides information about definitions, training, employment settings, activities, subspecialties, and current and future trends.
Cocaine‐Related Disorders
Authors: Schumacher Joseph E. , Milby Jesse B. , Batey David S. 
Published: January 2010

Abstract
Cocaine, produced from the coca plant, is self‐administered as a reinforcing substance in various preparations (e.g., coca leaves, coca paste, cocaine hydrochloride, and cocaine alkaloid). These preparations differ in potency due to varying levels of purity and route of administration. Chewing coca leaves or smoking of coca paste in combination with tobacco and marijuana is common among native populations in Central and South America, where coca is grown. Cocaine hydrochloride powder is usually “snorted” through the nostrils or dissolved in water and injected intravenously, and it is sometimes mixed with heroin, which is called a “speedball.” “Crack” is cocaine alkaloid that is extracted from its powdered salt by processing it into small “rocks.” Crack is easily vaporized and inhaled, and its effects have a rapid onset. Crack also can be broken down with citrus juice and injected, but it is most commonly smoked. Cocaine mixed with alcohol results in the production by the liver of a potent stimulant, Cocaethylene.
Cognitive Behavioral Analysis System of Psychotherapy
Authors: McCullough James P. 
Published: January 2010

AbstractThe Cognitive Behavioral Analysis System of Psychotherapy (CBASP; Keller, McCullough, Klein, Arnow, Dunner, Gelenberg et al., 2000; McCullough, 1984, 2000, 2006) is a psychological treatment program developed specifically for chronically depressed patients (Klein, in press; McCullough, Klein, Borian, Howland, Riso, Keller, et al., 2003). In theDiagnostic and Statistical Manual of Mental Disorders(DSM‐IV‐TR; American Psychiatric Association, 2000), chronic depression is a unipolar affective disorder lasting a minimum of two years; without adequate treatment, and the patient more often than not faces a lifetime of psychosocial disability. Early (prior to age 21) and late‐onset are the diagnostic descriptors indicating when the disorder began. The clinical course among chronically depressed patients includes several types of profiles. Two of the more common ones are (1) an early‐onset of dysthymia beginning at 12–13 years of age followed by a continuing course that includes one or more episodes of major depression—a clinical profile labeled “double depression”; and (2) a late‐onset course exacerbated at age 25–26 with a major depressive episode that almost never fully remits. Approximately 23% of late‐onset adults who have their first episode do not recover, and the course becomes chronic. Without adequate regimes of medication and psychotherapy, prognosis for recovery for both types is poor, and even with treatment, the ever‐present danger of relapse and recurrence remains a serious threat throughout the lifespan.
Cognitive Development
Authors: Byrnes James P. 
Published: January 2010

AbstractThe termcognitive developmentrefers to age changes in the ability to acquire, manipulate, or reason about information in particular contexts. When the intellectual capacities of at least two age groups are compared and the oldest group has not yet reached middle age, changes in performance are usually for the better, in the sense that they reflect improvements of one kind or another (e.g., those in the older group recall more information; those in the older group draw more appropriate inferences). It is not possible to summarize all of the details of what is known about cognitive development in a single brief article. Readers interested in more comprehensive treatments should consult sources such as Byrnes (2008), Bjorklund (2004), or Siegler and Alibali (2004). In the present overview, some general age trends in the structural and functional aspects of cognition are presented in order to provide a sense of the kinds of important and influential changes that occur.
Cognitive Maps
Authors: Golledge Reginald 
Published: January 2010

Abstract

Cognitive mapping
is the process of encoding sensed data and storing, decoding, representing, and internally manipulating these data in working memory for use in completing tasks or solving problems. A
cognitive map
is a hypothetical concept constructed from one's experiences in the real world. The concept is hypothetical because, as yet, there is no evidence that environmental information is stored in memory in a cartographic‐like fashion, but it does appear that, on an as‐needed basis, an individual can draw on these encoded data and create a working image to assist in performing certain spatial tasks or solving spatial problems. To do this requires knowledge of location, place, environmental objects, and spatial relations.
Colombia, Psychology in
Authors: Cruz Julio Eduardo , Carrillo Sonia 
Published: January 2010

Abstract
This article presents a brief synthesis of the antecedents and current state of psychology in Colombia. First, historical information about early authors, events, and practices in the development of the discipline is presented. Then, information on the state of psychology as a discipline and as a profession is organized around indicators of development suggested by the International Union of Psychological Science: development of training programs, scientific research, professional associations, and legal recognition of the profession.
Communication Skills Training
Authors: Evans David R. 
Published: January 2010

AbstractCommunication skills training has developed over the past 50 years and has been applied to training a range of professionals and paraprofessionals, other occupational groups, patients, and students. The range of health professionals exposed to communication skills training is extensive, including physicians, dentists, nurses, psychologists, and pharmacists. There are several meta‐analytical studies showing that the impact of training with these health professional groups is positive, enhancing professional–patient communication and patient satisfaction (Smith et al., 2007). Other professional and paraprofessional groups, for whom communication skills training is a key element of their education, are counselors, social workers, helpline workers, aviation personnel, and insurance company employees, to name but a few.
Compulsions
Authors: Tolin David F. 
Published: January 2010

Abstract

Compulsions, along with obsessions, are a hallmark feature of obsessive‐compulsive disorder (OCD). According to
DSM‐IV‐TR
(American Psychiatric Association, 2000), compulsions are “repetitive behaviors…or mental acts…the goal of which is to prevent or reduce anxiety or distress” (p. 418). Although behaviors resembling compulsions occur at a range of frequencies in the normal population, in order to be considered pathological the compulsions must be associated with either intense distress or functional impairment. Impairment from compulsions can be quite severe, with some individuals spending several hours per day performing rituals, feeling unable to stop and attend to their daily responsibilities. The label “compulsion” has been applied to a broad range of repetitive behaviors, including excessive drinking, gambling, and shopping, but, these behaviors are differentiated from true compulsions by the function they serve. This function is described in detail in this article.
Computer‐Based Test Interpretation
Authors: Butcher James N. 
Published: January 2010

Abstract
Personality assessment has become an integral component in clinical and forensic psychological practice. Moreover, practitioners have increasingly come to rely on computers in conducting personality assessments by using them to assist in conducting clinical interviews; obtaining self‐reports of symptoms, attitudes, and behavior; summarizing and integrating test correlates; and developing psychological reports to summarize test results (Atlis, Hahn, & Butcher, 2006).
Conduct Disorder
Authors: Lochman John E. , Barry Tammy D. 
Published: January 2010

AbstractWithin the framework of theDiagnostic and Statistical Manual of Mental Disorders(DSM‐IV‐TR; American Psychiatric Association [APA], 2000), conduct disorder is one of the Disruptive Behavior Disorders that are usually first diagnosed in childhood or adolescence. Conduct disorder (CD) is a repetitive and persistent pattern of behavior that violates societal norms or the basic rights of others (APA, 2000) and that consists of (1) aggressive behavior that threatens or causes physical harm to other people or animals (e.g., bullies, threatens, or intimidates others); (2) nonaggressive conduct that causes property loss or damage (e.g., fire‐setting); (3) deceitfulness or theft (e.g., breaking into someone's house or car); and (4) serious violation of rules (e.g., truancy). To be diagnosed, at least 3 of 15 possible symptoms must have been displayed during the past 12 months. Childhood‐onset CD is differentiated from adolescent onset when at least one of the behavioral characteristics is evident before age 10.
Conduction Aphasia
Authors: Quigg Mark 
Published: January 2010

AbstractConduction aphasia is a specific language deficit that consists of impaired repetition that is disproportionate to any defects in fluency or comprehension. Literal paraphasias—errors in which incorrect syllables are substituted within words for correct ones—are frequent and are exacerbated by attempts at repetition. In contrast to Wernicke's aphasia, patients are aware of their deficit and have no difficulty in comprehension. Ideomotor apraxias—inability to perform a manual task despite comprehending its goal—can also be present. To neurologists, conduction aphasia is an important clinical finding because it reliably indicates a brain lesion involving the dominant posterior perisylvian regions. To cognitive neuroscientists, conduction aphasia stands at the center of a long‐standing debate on whether complex behaviors are created from the joining of simple cortical regions or are mediated by more specialized cortex.
Consumer Psychology
Authors: Hoyer Wayne D. , Jacoby Jacob 
Published: January 2010

Abstract
As a discipline, consumer psychology employs distinctively psychological concepts and methods to study consumer behavior. Consumer behavior refers to the decisions and overt behavior involving the acquisition, consumption, and disposal of time and offerings (goods, services, and ideas) by decision‐making units. Consumer behavior is pervasive, universal, and all encompassing. It involves choices made during every waking moment of virtually all human beings in all societies and cultures.
Consumer Research
Authors: Palmer Edward L. 
Published: January 2010

Abstract
Every one of us is a consumer. Daily we are bombarded with many product messages ranging from cars to homes to beauty products to cat food to services. The exposure we experience is not accidental. Much careful research has gone into discovering what we view, what we listen to, what we read, and what we do. Current highly‐sophisticated technologies have made this an ever‐more‐exacting “science” in learning who each one of us is, developing our individual portrait, and sending us the messages tailored to our portrait.