bluuebunny/crossref_metadata_2025_split huggingface dataset:
Mathematical Learning
Authors: Lehrer Richard , Lesh Richard 
Published: November 2003

AbstractLehrer and Lesh review research in the psychology of mathematical learning and mathematics education through a genetic, developmental framework that reflects both cognitive and sociocultural perspectives on learning. The authors examine individual cognitive processes and sociocultural contexts that underscore mathematical thinking. Origins of mathematical learning are linked to the development of argument. The role of inscriptions, notations and symbolic patterns are reviewed as a distinct form of mathematical literacy. These ideas are applied to studies of geometry measurement that stress spatial visualization and to mathematical modeling. A final section presents implications for classroom learning and describes how to create a classroom culture that values mathematical explanation, thinking, and instructional design.
School‐Related Behavior Disorders
Authors: Walker Hill M. , Gresham Frank M. 
Published: November 2003

AbstractWalker and Gresham describe the current status of the field of behavior disorders, followed by a discussion of current research and best practices. Other topics reviewed include functional assessment of behavior, interventions that utilize positive behavioral support, research examining teacher interactions with students with behavior disorders, the association between language deficits and behavior disorders, and resistance to intervention as a cardinal symptom for treatment eligibility. Practical problems facing the field are presented, including the interpretation of federal education legislation and the relative lack of attention to early identification activities. The authors provide evidence to support the use of social skills instruction and appropriate inclusion to modify maladaptive behaviors.
Learning and Pedagogy in Initial Teacher Preparation
Authors: Whitcomb Jennifer A. 
Published: November 2003

AbstractWhitcomb synthesizes the research on initial teacher preparation in a critical review of cognitively oriented studies of new teacher's learning. An overview of research on individual teacher's knowledge is followed by conceptual frameworks used to study learning to teach, defining features of a teaching knowledge base and teacher decision making that supports student learning in culturally inclusive settings. Research on how initial teachers learn to teach writing and the impact of case methodology in teacher preparation is presented. The chapter ends with a critical analysis of the limits of current research and calls for future work that will enhance understanding initial teacher pedagogy and teacher preparation models and programs.
Research to Policy for Guiding Educational Reform
Authors: McCombs Barbara L. 
Published: November 2003

AbstractMcCombs illustrates how research in educational psychology is often translated to educational practice and policy, with a particular reference to how teachers can be informed by research to modify and enhance their classroom and instructional procedures. She describes theLearner‐Centered Psychological Principlescompiled by the APA Board of Educational Affairs (1997), a set of practice principles for educational policy and restructuring. These principles are used to provide an overview of practices based on critical and credible psychological research and theory that are applicable to learning in educational contexts. Also outlined are significant contributions of educational psychologists to the development of local and national education policies and current educational reforms.
Mood Disorders
Authors: Hammen Constance 
Published: November 2003

AbstractMood disorders are psychological disturbances characterized by intense emotional experiences of depression, mania, or both depression and mania. Mood disorders are remarkably diverse in their features but they share a focus on an excessive mood that colors and distorts the way the person thinks and views the world, accompanied by marked changes in movement, activity, energy, sleep, appetite, and motivation for engagement in the world. Depressive disorders are so frequent that they have been called the common cold of psychological disorders but, unlike the common cold, their consequences can be profoundly distressing, disruptive, and impairing. Included within this chapter will be current research and the prevailing theories regarding the phenomenology, etiology, and pathology of unipolar depressive disorders (e.g., major depressive disorder and dysthymia) and bipolar mood disorders (e.g., bipolar I, bipolar II, and cyclothymia).
Disorders of Impulse Control
Authors: Sher Kenneth J. , Slutske Wendy S. 
Published: November 2003

AbstractReviewed in this chapter are the research and theory concerning conditions that have in common deficits in impulse control, or disinhibitory psychopathology. Emphasized in particular are the substance use disorders and pathological gambling. Disorders of impulse control are prevalent in all societies and place high costs on the affected individuals, as well as their friends, family members, and often the rest of society. Because they often co‐occur within the same individuals, it is useful clinically and conceptually to understand their psychopathology from a common theoretical perspective. For each of the specific variants of disinhibitory psychopathology, there appears to be multiple etiological mechanisms that convey risk for their development. We have termed these mechanisms positive affect regulation, negative affect regulation, pharmacological vulnerability (in the case of substance use disorders), and deviance proneness. It seems likely that attention to these underlying mechanisms will permit a refinement of diagnosis and provide starting points for new approaches to prevention and treatment. Considered as well are pathologies and etiologies recognized within the research and clinical literature to be specific to individual substance use and pathological gambling disorders.
Humanistic‐Experiential Psychotherapy
Authors: Greenberg Leslie S. , Elliott Robert , Lietaer Germain 
Published: November 2003

AbstractThe most central characteristics of humanistic approaches to psychotherapy are defined. These are their focus on promoting in‐therapy experiencing, a commitment to a phenomenological approach, a belief in the uniquely human capacity for reflective consciousness, a positive view of human functioning, and the operation of some form of growth tendency. These approaches adopt a consistently person‐centered view that involves concern and real respect for each person. In this chapter the major approaches within this orientation, Person‐centered, Gestalt, and Existential are discussed. The emergence of contemporary experiential therapy, based on a neo‐humanistic reformulation of the above classic humanistic values, is presented. The traditional humanistic assumptions have been expanded to incorporate moder views on emotion, dynamic systems, constructivism, and the importance of a process view of functioning to help clarify the humanistic views of growth and self‐determination. Neo‐humanistic‐experiential therapy is based on the importance of the relationship as a stubborn attempt by two human beings to meet each other in a genuine manner and as involving the intention to promote the deepening of the client's experience. This is seen as leading to integrative self‐reorganization. Research results on the effectiveness of experiential therapy are reviewed.
Group Psychotherapy
Authors: Alonso Anne , Alonso Sarah , Piper William 
Published: November 2003

AbstractThe field of group theory and its application in the field of psychotherapy has burgeoned over the last 50 years. Currently, group methods are used under several theoretical umbrellas. The goals of group therapy are varied from overall personality reorganization to symptom‐focused work. Specific populations are sometimes treated in homogeneous groups and inpatient units are evermore dependent on group interventions. The psychological economy of working in groups matches the fiscal economy, which is such a challenge at the turn of the twenty‐first century. This chapter explores the broad spectrum. Beginning with a brief history of group psychotherapy and its evolution, we then examine the theorists whose work has been expressed in group practice. These include the psychodynamic theorists, nonanalytic theorists, and the divisions within those various umbrella groups. We offer a developmental map of a therapy group and end with a section on the research in group efficacy and applicability.
Child Psychotherapy
Authors: Morris Richard J. , Li Huijun , Lizardi Patricia Sánchez , Morris Yvonne P. 
Published: November 2003

AbstractThis chapter presents an overview of four major therapeutic approaches that are currently discussed in the child and adolescent psychotherapy literature. These therapy approaches are: behavior therapy and cognitive behavior therapy, child psychoanalysis, Adlerian therapy, and client‐centered (humanistic) therapy. Prior to the overview of the four approaches, issues related to the conduct of child and adolescent psychotherapy are discussed. These issues include therapeutic relationship, comorbidity factors, and “who is the client,”—all of which can affect the effectiveness of therapy. The theoretical foundations and empirical research supporting these therapies are also discussed as is future directions for child psychotherapy outcome research.
North American Perspectives on Education, Training, Licensing, and Credentialing
Authors: Hall Judy E. , Hurley George 
Published: November 2003

AbstractThis chapter addresses the broad realm of education, training, licensing and credentialing in professional psychology in the largest countries on the North American continent.Particular attention is paid to the development and implementation of similar mechanisms in both the United States and Canada due to similar developmental histories and strong cross‐border interchanges and influences. Information obtained on Mexico from the series of Tri‐Lateral Forum meetings on Professional Psychology is also included. After addressing the definition of clinical (small c) psychology, professional training (practica, internship, and postdoctoral components) and certification mechanisms in professional psychology (licensure and credentialing) are used to help define competence in professional psychology. The role of each credential is described in the United States and Canada and to some degree in Mexico. Then the structures established to educate, train, accredit, identify, and certify programs and individuals are presented. Influences from external forces that have shaped, and continue to shape these developments, are included and an historical addendum on the national conferences in the United States and Canada that have shaped health service psychology are provided. This chapter is oriented toward an individual student or professional looking for a single source on education, training, licensing, and credentialing in professional psychology.
Expanding Roles for Psychologists in the Twenty‐First Century
Authors: DeLeon Patrick H. , Hagglund Kristofer J. , Ragusea Stephen A. , Sammons Morgan T. 
Published: November 2003

AbstractActive involvement of psychologists in the public policy arena is necessary for the continued health of the profession. In spite of differences about priorities within the profession, sustained interaction with legislative and regulatory entities is required. Behavioral and psychological factors are among the leading contributors to the public burden of disease and the distinction between physical and psychological aspects of health and illness is increasingly blurred. The profession thus is obligated to ensure that psychology's contributions to scientific knowledge and clinical practice are translated into health care policies improving the public good. Psychology can make direct contributions to the quality of health service provision in this country via involvement in applied genetic research, advancing new technologies such as telehealth, the application of psychological principles to the prescription of psychotropic drugs, and involvement in social justice issues, such as global conflict resolution and addressing the increasing trend towards incarceration of citizens with mental illness. The profession has become increasingly sophisticated, but training programs must evolve such that students are trained not only in basic psychological sciences but are also enabled to utilize new technologies, have fluency in interdisciplinary public health models, and are given requisite skills to engage in effective public policy making.
Psychoneuroimmunology
Authors: Stowell Jeffrey R. , McGuire Lynanne , Robles Ted , Glaser Ronald , Kiecolt‐Glaser Janice K. 
Published: November 2003

AbstractIn this chapter, we briefly introduce two major physiological systems that modulate immune function and then provide evidence for stress‐immune relationships in acute and chronic conditions. Next, we explore the psychosocial factors that may be important in moderating and mediating these relationships, including negative affect, social support, and interpersonal relationships. Finally, we review intervention strategies that may be beneficial in reducing the negative effects of stress on the immune system.Basic and applied psychoneuroimmunology research studies have provided an encouraging foundation for characterizing the links between psychosocial and immunological factors. The current knowledge of psychoneuroimmunology with respect to individual psychological differences, emotions, coping strategies, and interpersonal relationships has already had a significant impact on understanding the contribution that the psychosocial context has on immune function, health, and disease. The next wave of research will expand our knowledge of psychosocial factors and their role in the progression of immunologically mediated conditions, including HIV/AIDS, rheumatoid arthritis, certain cancers, and surgical recovery. From this knowledge, we can devise and implement effective interventions to enhance quality of life and improve health.
Headaches
Authors: Andrasik Frank , Walch Susan E. 
Published: November 2003

AbstractThis chapter reviews headache classification, measurement, and treatment. Current measurement approaches chiefly utilize daily pain diaries, but other approaches have been investigated (multiple dimensions, social validation, behavior motivated by pain, and impact and disability). Pocket computers are likely to used extensively in the future. Numerous individual studies, meta‐analytic analyses, and task force reviews have shown that a number of behavioral treatments (relaxation, biofeedback, and CBT), administered by various formats (individual, minimal contact, group) are efficacious for uncomplicated forms of migraine and tension‐type headache, that improvement rates appear to rival those for pharmacological treatments, and that certain treatment combinations can be more efficacious than single modality approaches. People experiencing cluster, menstrual, posttraumatic, drug‐induced, or daily, unremitting headaches or certain comorbid conditions present special challenges that can require integrative, multidisciplinary, and intensive treatment approaches. Most of the research to date has been conducted in specialized research or treatment centers, with patients who have been highly selected. Importing treatments to the settings where they are most needed (primary care) and investigating parameters for optimizing success will occupy much research time in the near term, as will Internet delivery. Although it is clear that certain behavioral treatments are efficacious, the mechanisms by which they operate are not well understood. More recent accounts of pathophysiology for both of the major forms of headache have shifted from peripheral and vascular models to models that focus on central nervous system dysfunction (central sensitization for tension‐type headache and central excitability for migraine). Recognition of this will certainly lead to development of new psychophysiological assessment and treatment approaches.
Psychosocial Oncology
Authors: Nezu Arthur M. , Nezu Christine Maguth , Felgoise Stephanie H. , Zwick Marni L. 
Published: November 2003

AbstractAn increasing awareness of the significant emotional, interpersonal, family, vocational, and functional problems experienced by cancer patients, and how such problems impact on their health quality of life and health outcome, has led to the creation of the field of psychosocial oncology. The purpose of this chapter is to provide an overview of this area beginning with a brief description of cancer itself (cancer prevalence, cancer staging, cancer treatment). We continue with overviews of research findings regarding: (1) behavioral risk factors for developing cancer (smoking, alcohol, diet, sun exposure, socioeconomic status, personality), (2) psychosocial effects of cancer (depression, anxiety, suicide, delirium, body image problems, sexual functioning difficulties, issues among terminal patients, psychological responses to specific cancer treatments), (3) psychosocial factors influencing the impact of cancer (coping, social support), (4) psychosocial interventions for adult cancer patients (educational interventions, cognitive‐behavioral interventions, group therapy approaches, telephone counseling, effects of psychosocial interventions on health outcomes, effects of psychosocial interventions on immune functioning, prevention issues), and (5) family and caregiver issues (impact of cancer on caregivers, psychosocial interventions for caregivers). We conclude with a detailed discussion of what future researchers need to focus on in order to impact significantly on the growth of this relatively nascent field of inquiry.
Coronary Heart Disease and Hypertension
Authors: O'Callahan Mark , Andrews Amy M. , Krantz David S. 
Published: November 2003

AbstractChronic diseases of the cardiovascular system, including coronary heart disease (CHD) and hypertension, are leading causes of morbidity and mortality in the United States and other Western countries. Many physiological, environmental, and behavioral variables interact in the development of these disorders. This chapter reviews recent epidemiological findings in the field, including a description of standard risk factors, and evidence for the effects and impact of psychosocial and demographic risk factors, including race, sex, and stress. In addition, we examine the role of individual characteristics such as Type A behavior, anger/hostility, and depression in the development of CHD. Issues such as personality, salt intake, and obesity all impact the development of hypertension. The benefits of conventional treatments, including medical and surgical options, cardiac rehabilitation, and weight loss/dietary restrictions, are described, as are newer and less conventional treatments such as major lifestyle changes, increased social support, and cognitive‐behavioral approaches. This chapter highlights the need for additional research in the areas of CHD/hypertension prevention and treatment by medical professionals and health psychologists alike.
Irritable Bowel Syndrome
Authors: Blanchard Edward B. , Keefer Laurie 
Published: November 2003

AbstractIrritable bowel syndrome (IBS), a functional disorder of the lower gastrointestinal tract, affects between 19 and 34 million Americans. The primary symptoms of IBS include abdominal pain and/or tenderness and altered bowel function. Other commonly reported symptoms include gas, bloating, and nausea. While the etiology of IBS is relatively unknown, both medical and psychological literatures point to the role of psychosocial factors in the onset and maintenance of the syndrome.This chapter has three parts. First, it discusses the refining of the criteria necessary to diagnose the syndrome and describes the epidemiology of IBS. Further, it reviews the literature regarding the role of psychological distress, stress, life events, and early sexual abuse in the onset and maintenance of the disorder.In the second part of the chapter, we review psychosocial and treatment literature relevant to recurrent abdominal pain (RAP), a functional GI disorder diagnosed in childhood. Finally, in part three of the chapter, we offer empirical evidence supporting the role of psychological intervention in alleviating symptoms of IBS, and specifically discuss the treatment outcome studies we have conducted over the past decade.Lastly, we offer some conclusions and future directions for research and treatment of irritable bowel syndrome.
Testing and Assessment in Cross‐Cultural Psychology
Authors: Geisinger Kurt F. 
Published: November 2003

AbstractThis chapter begins with some basic distinctions in cross‐cultural and multicultural psychology, including the concepts of Etic and Emic. The use of tests and assessments for research and applied use in cross‐cultural psychology is described. The nature of equivalence is depicted in detail with more than four types of equivalence differentiated: linguistic equivalence, conceptual equivalence, functional equivalence, and metric equivalence. A few other types of equivalence are also mentioned. The nature of bias in cross‐cultural assessment is next clarified, with construct, method, and item bias acknowledged. The translation and adaptation of tests is reviewed from a procedural perspective, with emphasis upon the role of language and the role of culture in the understanding of behavior and, hence, the appreciation of testing and the interpretation of test results. Procedures for adapting tests from one culture to another and for evaluating the equivalence of the two versions are discussed. Several research designs for establishing the linkage of test scores across forms are also briefly provided.
Psychological Assessment in Child Mental Health Settings
Authors: Lachar David 
Published: November 2003

AbstractAlthough various assessment procedures contribute to the assessment of emotionally and behaviorally disturbed youth, the measurement of problem presence and degree of associated disability using objective scales directly supports core mental health services for youth: the development of an accurate differential diagnosis and the planning, monitoring, and evaluation of treatment. Multidimensional assessment identifies clinically important comorbid conditions and improves the variable accuracy of the referral process that often necessitates evidence of both symptom presence and absence. Collecting child descriptions from different informants (parent, teacher, and student) is consistent with both the child development process and the demonstrated variable accuracy of child report and adequacy of informant motivation. Guidelines for the selection of objective tests and the specific evaluation of four families of multidimensional multiinformant measures are provided (Personality Inventory for Children, Personality Inventory for Youth, Student Behavior Survey; Behavior Assessment System for Children; Connors' Rating Scales—Revised; Child Behavior Checklist, Youth Self‐Report, Teacher Report Form). Additional descriptions of five single informant multidimensional objective measures and six more focused tests that may supplement the assessment or support the treatment of specific adjustment problems are also provided. The development of additional criteria with which to evaluate objective measures of youth adjustment is considered.