In the Third Edition of Abnormal Psychology, author William J. Ray brings together current perspectives concerning the manner in which the human mind, behavior, and experience can be understood. In addition to the traditional psychological literature, The Third Edition draws from work in the cognitive and affective neurosciences, epidemiology, ethology, and genetics. Ray's focus is on a unification and integration of the biopsychosocial understandings of human behavior within a broader consideration of human culture, neuroscience, and language as it applies to abnormal psychology. With coverage of DSM-5, ICD, and RDoC, the fully revised Third Edition puts even greater emphasis on the range of human experiences and medical comorbidities.
`Ability Grouping in Education will provide very useful and timley background for psychologists working with schools where setting or streaming is a major issue' - Educational Psychology in Practice `With an anticipated audience of teachers and policymakers, this book is user-friendly, incorporating detailed research findings illustrated by graphs and tables. A summary is provided at the end of each chapter, offering an overview for the time-conscious wishing to skip through the engaging but largely illustrative statistics and quotations. However, a close reading has its rewards, as the extracts from teachers and students offer poignant insight into the enormous complexity and far-reaching implications of ability grouping' - Cath Lambert, Educational Review In this book, the authors provide an overview of ability grouping in education. They consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping. Selection by ability is a controversial issue, linked with conflicting ideological positions and reflected in strong differences of opinion about the merits of selective schooling. Educational systems under pressure to produce an educated workforce have led governments to look for ways of raising attainment, and grouping by ability is sometimes seen as an organizational solution. Drawing on their own and others' research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping; as well as the implications of ability grouping for teachers, managers in education and the wider community. This book is for students and practitioners taking courses in school effectiveness, education management, as well as educational psychologists and local authority professionals. Judy Ireson is Senior Lecturer in Psychology and Special Needs at the Institute of Education , University of London, and Susan Hallam is in the Department of Psychology & Special Needs.
`Ability Grouping in Education will provide very useful and timley background for psychologists working with schools where setting or streaming is a major issue' - Educational Psychology in Practice `With an anticipated audience of teachers and policymakers, this book is user-friendly, incorporating detailed research findings illustrated by graphs and tables. A summary is provided at the end of each chapter, offering an overview for the time-conscious wishing to skip through the engaging but largely illustrative statistics and quotations. However, a close reading has its rewards, as the extracts from teachers and students offer poignant insight into the enormous complexity and far-reaching implications of ability grouping' - Cath Lambert, Educational Review In this book, the authors provide an overview of ability grouping in education. They consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping. Selection by ability is a controversial issue, linked with conflicting ideological positions and reflected in strong differences of opinion about the merits of selective schooling. Educational systems under pressure to produce an educated workforce have led governments to look for ways of raising attainment, and grouping by ability is sometimes seen as an organizational solution. Drawing on their own and others' research in primary and secondary schools, the authors provide an accessible analysis of the issues and latest research on ability grouping; as well as the implications of ability grouping for teachers, managers in education and the wider community. This book is for students and practitioners taking courses in school effectiveness, education management, as well as educational psychologists and local authority professionals. Judy Ireson is Senior Lecturer in Psychology and Special Needs at the Institute of Education , University of London, and Susan Hallam is in the Department of Psychology & Special Needs.
This text aims to provide a clear, accessible study of the contributions and influence of Aaron Beck, Professor of Psychiatry at the University of Pennsylvania School of Medicine, USA, and part of the cognitive revolution in psychotherapy. The author reviews the influences on which Beck drew during a time of great change, and rebuts the criticisms his work has attracted It is suitable for professional and trainee counsellors, psychotherapists, counselling psychologists, clinical psychologists, psychiatrists and social workers.
This text aims to provide a clear, accessible study of the contributions and influence of Aaron Beck, Professor of Psychiatry at the University of Pennsylvania School of Medicine, USA, and part of the cognitive revolution in psychotherapy. The author reviews the influences on which Beck drew during a time of great change, and rebuts the criticisms his work has attracted It is suitable for professional and trainee counsellors, psychotherapists, counselling psychologists, clinical psychologists, psychiatrists and social workers.
Now in paperback, the two volume "The Metropolis Era" focuses on the social, economic, political and technological determinants of growth and change in the great cities of the world. The two volumes describe the consequences of rapid change for the cities and the people who live in them. The contributors look not only at the pathological consequences, but also at the advantages which giant and mega cities offer their residents. They present case studies which focus on new challenges to the world's great cities, and discuss the various forms of urban decline in the giant metropolises of developed nations.
The Metropolis Era, a two volume set, focuses on the social, economic, political and technological determinants of growth and change in the great cities of the world. Volume One examines the paradoxical phenomenon of explosive growth of giant cities in the Third World - and the steady deconcentration of population in more developed countries. A World of Giant Cities looks at cities in the United States, Europe, China, India, South East Asia and Africa.
Why do children need play? Play has the very real power to transform children's lives. It has a unique and profound impact on the neurological, emotional and physical development and wellbeing of children - from therapeutic play and overcoming anxiety, to positive behaviour, mental health and even life expectancy. This book brings together two hot topics - play and neuroscience - breaking them down in an accessible way and offering a new perspective and voice on the topic of play. Weaving theory and practical examples together, and based on over 30 years' experience of working with children, Ben presents a compelling argument that play is not merely an optional extra to childhood but a vital developmental process and one of the most important things a child ever does.
Why do children need play? Play has the very real power to transform children's lives. It has a unique and profound impact on the neurological, emotional and physical development and wellbeing of children - from therapeutic play and overcoming anxiety, to positive behaviour, mental health and even life expectancy. This book brings together two hot topics - play and neuroscience - breaking them down in an accessible way and offering a new perspective and voice on the topic of play. Weaving theory and practical examples together, and based on over 30 years' experience of working with children, Ben presents a compelling argument that play is not merely an optional extra to childhood but a vital developmental process and one of the most important things a child ever does.
