American Psychological Assn.
Becoming an effective psychotherapist; adopting a theory of psychotherapy that's right for you and your client.
Licensed psychologist Truscott (U. of Alberta, Canada) has practiced in diverse settings and written extensively about psychotherapy over the past 20-plus years. Intended for senior-undergraduate students, graduate students, and practitioners in psychotherapy and counseling, his text centers around the concept that there is no one "right" and superior psychotherapy system for everyone but rather an approach that is effective for each therapist and each client, that is compatible with the practitioner's worldview and that can also be adapted to respect the clients' worldviews. Following an overview of how psychotherapy works, the value of adopting a theory for practice, and putting the chosen theory into practice, Truscott describes each of the major theories — psychodynamic, behavioral, existential, person-centered, gestalt, cognitive, systemic, feminist, constructivist — and then offers guidelines for adapting a chosen approach for use in one's practice. (Annotation ©2009 Book News Inc. Portland, OR)
Cognitive-behavioral therapy.
The director of the UCLA anxiety disorders behavioral research program explains the history and theory behind cognitive-behavioral therapy, and describes the skills taught during rational-emotive behavior therapy, cognitive therapy, and self-instruction training. Several case studies illustrate application of the techniques during the therapy process. A glossary and suggested reading list are provided. (Annotation ©2009 Book News Inc. Portland, OR)
Cognitive-behavioral therapy for refractory cases; turning failure into success.
Despite cognitive behavioral therapy being one of the most widely used and successful therapies, CBT does not work in all cases. Adhering to the dictum that clients do not fail therapies but that therapists or therapies fail clients, McKay (Fordham U.) and fellow psychologists at North American universities introduce 18 perspectives on working with refractory patients. In clinical and research contexts and through case examples, they analyze why the therapeutic relationship may not be going well, the newer generation of approaches for enhancing CBT (e.g., mindfulness- based interventions), treating specific diagnostic populations and clinical problems, and future directions in the field. (Annotation ©2009 Book News Inc. Portland, OR)
Competency-based education for professional psychology.
This volume presents a model of professional psychology doctoral education and training that has been developed, augmented, and refined for over 30 years by the National Council of Schools and Programs of Professional Psychology (NCSPP in case of fire). The instructors and practitioners who contribute also critically analyze the model as a whole, the competencies, and key training elements. Their topics include applying the model, threats to quality, broadening and deepening the relationship competency, the consultation and education competency, creating a culture of advocacy, mentoring in professional psychology, and faculty and administrators in professional programs. (Annotation ©2009 Book News Inc. Portland, OR)
Handbook of drug use etiology; theory, methods, and empirical findings.
Research on drug use has produced a range of theories and models to describe the factors that lead people to use drugs. In this massive volume, Scheier (Psychiatry, School of Medicine, Washington University — St. Louis) has put together the first comprehensive reference for the field of drug use etiology. Topics include the history of the field; theoretical perspectives on issues ranging from causation to consequences; prevention practices and how they influence policy; and the interaction of epidemiology and etiology. This is an essential reference for researchers, practitioners, and policymakers who deal with drug use. (Annotation ©2009 Book News Inc. Portland, OR)
Handbook of rehabilitation psychology, 2d ed.
In this update of the 2000 edition of a sourcebook for graduate students, professionals, and people with disabilities that reflects the increasing demand for rehabilitation psychology services and growing professional recognition of this field, Frank (administrator, Kent State U., Ohio) and fellow clinical/ rehabilitation psychologists present an overview of a field that serves a broad range of populations. New topics covered include assistive technology, family caregivers, health care administration ands reform, positive psychology, and spirituality. Clinical conditions, assessment, interventions, pediatrics, professional competencies and issues, and emerging developments are discussed in detail. Concluding remarks point out that rehabilitation psychology was ahead of other social science areas in representing a biopsychosocial model taking into account social and environmental factors and psychological adaptation. (Annotation ©2009 Book News Inc. Portland, OR)
Nonmedication treatments for adult ADHD; evaluating impact on daily functioning and well-being.
For clinicians, medical students, and researchers, Ramsay (psychology in psychiatry, Adult Attention-Deficit/Hyperactivity Disorder Treatment and Research Program, U. of Pennsylvania) outlines alternative treatments for adults with ADHD to help with coping behavior and functioning when medications don't work, as an addition to medications, or when patients do not wish to use them. He describes the history and features of ADHD in adults, clinical studies on the efficacy of treatments, and interventions such as psychosocial treatments, academic support and accommodations for postsecondary students, career counseling and workplace support, help with relationships and social functioning, neurofeedback and neurocognitive training, and complementary and alternative medicine, such as meditation, dietary supplements, and food restriction programs. Assessment is only discussed briefly. (Annotation ©2009 Book News Inc. Portland, OR)
The psychoneuroimmunology of chronic disease; exploring the links between inflammation, stress, and illness.
Although the mainstream medical establishment has embraced inflammation as a key factor in many common chronic diseases, they rarely treat the possibility that psychological distress can lead to inflammation. Behavioral medicine links stress to inflammation but generally does so in relation to healthy populations. Health psychologist Kendall-Tackett (pediatrics, Texas Tech U. School of Medicine) introduces nine chapters that synthesize these areas that converge in the field of psychoneuroimmunology, with an overview of how stress affects disease vulnerability. Contributors discuss studies of such stressors as depression, sleep disturbances, poor nutrition, and posttraumatic stress syndrome and the prevention and treatment implications for heart, neurodegenerative, and other chronic disorders. (Annotation ©2009 Book News Inc. Portland, OR)
Substance abuse and emotion.
As someone who has been witnessed firsthand the emotional pain and suffering that addiction can afflict, Kassel (psychology/ director, Substance Abuse Research Laboratory, U. of Illinois at Chicago) collects 11 current theoretical and treatment perspectives on the abuse of legal and illegal drugs. Topics discussed by North American psychologist include re-formulations of negative and positive reinforcement models of drug addiction, and cognitive models of drug effects on emotion; recent studies on the psychobiology of mood-drug behavior associations; developmental factors; and advances in assessment and treatment including psychosocial models of addiction and relapse, and individual-level analysis. (Annotation ©2009 Book News Inc. Portland, OR)
Undergraduate education in psychology; a blueprint for the future of the discipline.
For teachers and administrators of undergraduate psychology classes and programs, Halpern (psychology, Claremont McKenna College) brings together 10 chapters that present the findings and recommendations of the 2008 National Conference on Undergraduate Education in Psychology, held at the U. of Puget Sound, Washington, in the summer of 2008. Psychologists and other academics mostly from the US explore critical questions relating to why educators need to rethink how they educate students; who teachers are and what the quality of instruction is; what is being taught; types of students and when and where they take psychology courses; modes of teaching for different content, contexts, and students; promoting learning new technologies; using knowledge about effective teaching and learning; and desired outcomes. They recommend five quality principles and provide practical recommendations in each chapter. (Annotation ©2009 Book News Inc. Portland, OR)
