American Psychological Assn.

Addressing cultural complexities in practice; assessment, diagnosis, and therapy, 2d ed.

Hays (psychology, Antioch U., Seattle) has taught, researched, and written extensively on therapy, geropsychology, and multicultural and feminist issues over the past 20 years. She presents her ADDRESSING framework to assist therapists to better recognize and understand the range of cultural influences and related minority groups — Age, Developmental disabilities, Disabilities acquired later in life, Religion and spiritual orientation, Ethnic and racial identity, Socioeconomic status, Sexual orientation, Indigenous heritage, National origin, and Gender. The second edition has been updated throughout and includes new material on cross-cultural assessment of trauma, psychotherapy with people living in poverty, ethical boundaries and complex relationships in rural and minority communities, and integrating cultural considerations into the evidence-based practice of cognitive behavior therapy. For counselors, clinicians, and mental health professionals. (Annotation ©2008 Book News Inc. Portland, OR)

Becoming culturally oriented; practical advice for psychologists and educators.

Stating that psychologists who do not take into account America's increasing ethnic and racial diversity may find themselves unemployed or at least not meeting ethical imperatives, educational and counseling psychologists Fouad ( U. of Wisconsin-Milwaukee) and Arrendondo (Arizona State U.) discuss professional guidelines. Contexts include changing demographics, practitioners' cultural biases, identity models, social learning constructs, and multiculturally-sensitive education, training, and organizational development. The text includes case vignettes, exercises, a checklist for culturally-competent practice, and a workforce diversity self-audit. (Annotation ©2008 Book News Inc. Portland, OR)

Behavioral interventions in cognitive behavior therapy; practical guidance for putting theory into action.

Farmer (psychology, Oregon Research Institute) and Chapman (psychology, Simon Fraser U., Canada) guide students and clinicians on how to apply basic behavioral theory in the practice of cognitive behavioral therapy. They detail how to set up a therapeutic program, including assessment, developing a behavioral case formulation, and treatment planning, and — using clinical examples — approaches that address environmental change, altering thinking patterns, behavioral skills training, behavioral activation, exposure-based interventions, and acceptance and mindfulness-based interventions. Subjects and authors are separately indexed. (Annotation ©2008 Book News Inc. Portland, OR)

Educating the human brain.

Drawing on their joint laboratory work on attention and temperament, Posner and Rothbart (emeritus/emerita, psychology, U. of Oregon) apply the results of brain imaging studies of adult cognitive and emotional processing to the study of such processes in infancy through middle childhood. With caveats about not recommending any single teaching method as appropriate for all forms of learning, individual differences that must be taken into account by teachers and parents, and the need for further research, they present neuroscience findings and models of early development with implications for school readiness. For example, children from 4 to 7 years show dramatic improvement on tasks involving conflicting attention demands. (Annotation ©2008 Book News Inc. Portland, OR)

Handbook of counseling and psychotherapy with lesbian, gay, bisexual, and transgender clients, 2d ed.

In this second edition of a guide for therapists, counselors, and researchers, Bieschke (counseling psychology, Pennsylvania State University) presents new material on identity formation, transgender issues, public policy, and clinical supervision of therapists. Contributors examine new areas of scholarship and reflect on implications of recent societal changes, including political struggles for gay civil unions, marriage, and adoption rights. The guide focuses on the cultural contexts of lesbian, gay, bisexual, and transgender people, and offers guidelines and background on providing this population with effective and affirmative psychotherapy across a range of presenting concerns. (Annotation ©2008 Book News Inc. Portland, OR)

Sex offending; causal theories to inform research, prevention, and treatment.

Stinson (clinical psychologist and researcher, Fulton State Hospital) and her academic co-authors examine leading theories of etiology, including the biological, cognitive, behavioral, social learning, personality and evolutionary, and also describe multimodal self-regulation theory as a new and promising integration. They explain the methodological limitations of relevant research and also future directions for research and treatment. The result is a clear and accessible description of current research and practice suitable for support of a range of disciplines and treatments. (Annotation ©2008 Book News Inc. Portland, OR)

Thesaurus of psychological index terms, 11th ed.

The Thesaurus contains the vocabulary used by the American Psychological Association when indexing all of its electronic databases in order to maintain consistency. The 11th edition contains 214 new postable index terms (listed together in a table) and revision of many terms, either to include retrospective indexing, to change their spelling or text, or to delete them because of insufficient use or overlap with other terms. This is an essential guide for psychologists, researchers, librarians, and students in the field. (Annotation ©2008 Book News Inc. Portland, OR)

Unlocking the potential of patients with ADHD; a model for clinical practice.

For clinicians, Monastra discusses the assessment and multimodal treatment of ADHD in children, adolescents, and adults in individual and group practice. He integrates neurological and neurobehavioral research into an intervention program that can be used in many clinical settings, with an emphasis on the application of assessment techniques. He describes the core symptoms, etiology, and medical conditions that mimic ADHD; provides a neurobehavioral approach for diagnosis; discusses the factors of nutrition, sleep, and exercise; and outlines pharmacological treatments. Other chapters cover functional assessment, electroencephalographic biofeedback, promoting school success, counseling parents, social skills training, and special issues with treating adults. Providing care in school and outpatient clinical settings, academic support programs, and individual and marital counseling are detailed. The book contains both subject and author indexes. Monastra, a clinical psychologist, is associated with the FPI Attention Disorders Clinic in New York and teaches psychology at Binghamton U. (Annotation ©2008 Book News Inc. Portland, OR)