21st Century Psychology

Highlights the most important topics, issues, questions, and debates in the field of psychology. Provides material of interest for students from all corners of psychological studies, whether their interests be in the biological, cognitive, developmental, social, or clinical arenas.

This book has been replaced by School Psychology for the 21st Century, Third Edition, ISBN 978-1-4625-4953-5.

Current mainstream opinion in psychology, neuroscience, and philosophy of mind holds that all aspects of human mind and consciousness are generated by physical processes occurring in brains. Views of this sort have dominated recent scholarly publication. The present volume, however, demonstrates empirically that this reductive materialism is not only incomplete but false. The authors systematically marshal evidence for a variety of psychological phenomena that are extremely difficult, and in some cases clearly impossible, to account for in conventional physicalist terms. Topics addressed include phenomena of extreme psychophysical influence, memory, psychological automatisms and secondary personality, near-death experiences and allied phenomena, genius-level creativity, and 'mystical' states of consciousness both spontaneous and drug-induced. The authors further show that these rogue phenomena are more readily accommodated by an alternative 'transmission' or 'filter' theory of mind/brain relations advanced over a century ago by a largely forgotten genius, F. W. H. Myers, and developed further by his friend and colleague William James. This theory, moreover, ratifies the commonsense conception of human beings as causally effective conscious agents, and is fully compatible with leading-edge physics and neuroscience. The book should command the attention of all open-minded persons concerned with the still-unsolved mysteries of the mind.

Canadian counsellors and counselling psychologists have made significant advances in mental health services and the broader field of applied psychology, but much of the counselling and counselling psychology scholarship has been published outside of Canada, rendering it difficult to identify as distinctly Canadian. This path-breaking book highlights the work of Canadian counsellors and counselling psychologists and focuses on issues pertinent to practising in Canada. Key topics such as scientific issues, health, wellness, prevention, career psychology, assessment, training and supervision, and social justice and multiculturalism are explored in detail. Using a strength-based framework, each chapter attends to societal factors, diversity of methodological frameworks, and an analysis of the challenges and future directions for the disciplines. Providing a common voice for a diverse group of students and professionals, Canadian Counselling and Counselling Psychology in the 21st Century will be of interest to counsellor educators, faculty in counsellor and counselling psychology training programs, and counsellors interested in advancing their understanding of the current state of the field. Contributors include Kevin G. Alderson (University of Calgary), Nancy Arthur (University of Calgary), Bill Borgen (University of British Columbia), Marla Buchanan (University of British Columbia), Erin Buhr (Trinity Western University), Lee Butterfield (Adler School of Professional Psychology), Sharon Cairns (University of Calgary), Sandra Collins (Athabasca University), Jose Domene (University of New Brunswick), Marilyn Fitzpatrick (McGill University), Nick Gazzola (University of Ottawa), Freda Ginsberg (SUNY Plattsburgh), Liette Goyer (Universite Laval), Bryan Hiebert (University of Victoria), George Hurley (Memorial University of Newfoundland), Anusha Kassan (University of British Columbia), Patricia Keats (Simon Frazer University), Audrey Kinzel (University of Saskatoon), Vivian Lalande (University of Calgary, Sasha Lerner (McGill University), Anne Marshall (University of Victoria), Marv McDonald (Trinity Western University), Louise Overington (McGill University), Jane M. Oxenbury (Independent Practice), Sharon Robertson (University of Calgary), Ada L. Sinacore (McGill University), Suzanne L. Stewart (OISE, University of Toronto), and Jessica Van Vliet (University of Alberta).

Prepare to enter a world requiring students to have high critical thinking skills, good health habits, and an understanding of other cultures. This book follows the International Baccalaureate psychology curriculum course but is a good choice for any course wanting a global perspective and an in-depth view of how classic psychology theory and research is developing into a mature and globally relevant discipline. Each chapter demonstrates thinking strategies (command terms for IB) to increase critical thought. Topics covered are biological, cognitive, and sociocultural approaches to behavior, along with abnormal, health, and developmental psychology. Qualitative and quantitative research methods are detailed, along with guidelines for the IB internal assessment. Added benefits are advice for extended essays, lesson such as the psychology of terrorism, and health projects. IB CAS ideas, links to Theory of Knowledge, and approaches to teaching and learning are woven into each section. Kali the tiger is pictured on the back of the book and perhaps your class will do a CAS project about her situation!

A leading introductory text, this authoritative volume comprehensively describes the school psychologist's role in promoting positive academic, behavioral, and emotional outcomes for all students. The book emphasizes a problem-solving-based, data-driven ?approach to practice in today's diverse schools. It grounds the reader in the concepts and tools needed to become a competent, ethical practitioner; implement and evaluate multi-tiered interventions; and facilitate systems-level change. Useful pedagogical features include illustrative vignettes and end-of-chapter discussion questions and activities. ? New to This Edition *Incorporates up-to-date research findings and professional standards. *Expanded coverage of response to intervention, cultural and linguistic diversity issues, and evidence-based practice in mental health. *Chapter on legal issues includes expanded coverage of IDEIA and other recent federal mandates.

As we approach the 21st century, there is a discernable shift in policing, from an incident-driven perspective to a proactive problem solving stance often described as "community policing." In this volume a panel of 21 psychologists examine the changing directions in policing and how such changes impact on psychological service delivery and operational support to law enforcement agencies. The book describes existing and emerging means of providing psychological support to the law enforcement community in response to police needs to accommodate new technology, community-oriented problem solving technology, crime prevention, and sensitivity to community social changes. Senior psychologists who are sworn officers, federal agents and civilian employees of federal, state and local law enforcement agencies comprise the team of chapter authors. Their perspectives encompass their collective experience "in the trenches" and in law enforcement management and administrative support roles. They discuss traditional applications of psychology to police selection, training and promotion processes, and in trauma stress management and evaluation of fitness for duty. Concerns related to police diversity and police family issues are also addressed, as are unique aspects of police stress management. Additional chapters are dedicated to establishing psychological service functions that currently are less familiar to police agencies than they are to other government and private sector service recipients. These chapters are devoted to police psychologists as human resource professionals, as human factors experts in accommodating to new technology and to new legal requirements, as organizational behavioral experts, and as strategic planners. This text is recommended reading for two groups: *police and public safety administators whose work takes them--or should take them--into contact with police psychologists; *practicing and would-be police psychologists concerned with the emerging trends in the application of psychology to police and other public safety programs.