Naturalistic Observation

Now in full colour, this thoroughly revised and updated 3rd edition of Psychology for AS Level takes into account all the latest changes to the AQA-A syllabus since the last edition was published. It remains closely mapped to the specification making it ideal for students taking the AS Level Psychology exam. New to this edition is a strong emphasis on exam technique, giving students the best chance possible of the highest grades. A whole chapter is devoted to how to study and how to pass, with an 'Examiner's Viewpoint' written by the Chief Examiner at AQA-A. Throughout the book are hints and tips on picking up marks, and there are constant page references to the summarised content in our companion AS revision guide. Further examination support is provided by our accompanying student website, AS Online, available on a subscription basis to all schools and sixth form colleges that adopt the text. This includes a Student Workbook, interactive exercises, sample essays, interactive multiple-choice questions, a complete Exam Companion and much more. We also provide teacher resources free of charge to qualifying adopters which include a week-by-week teaching plan, sample essays, chapter-by-chapter lecture presentations, and classroom exercises and activities. Please see http://www.a-levelpsychology.co.uk/online for further details of these resources and a demo chapter of AS Online. The book includes coverage of six key areas in psychology: human memory, attachments in development, stress, abnormality, social influence and research methods. It retains the thorough content, volume of features and excellent writing style of previous editions but the layout is now fully structured to improve accessibility. Unlike other A-Level textbooks which focus solely on passing the exam, ‘Psychology for AS Level’ is also designed to foster an interest in the study of psychology as a subject. To this end, the book includes an additional general chapter to introduce the theories and explanations that make psychology a fascinating discipline.

Observation is one of the foundational methods of qualitative inquiry—but only if it is conducted in a systematic fashion that allows for the careful recording of data and the consistent retrieval of those data for purposes of analysis. To that end, this book features a brief how-to guide to conducting observations in naturalistic settings. The history of observational research, ongoing questions of its epistemological status, the impact of new technologies, and its major ethical concerns are also treated. Replete with examples of observation-based research, questions for class discussion, a glossary, and extensive references, this volume offers a rapid fire start into doing naturalistic observational research for novices and students.

In one volume, the leading researchers in behavioral assessment interpret the range of issues related to behavioral tests, including test development and psychometrics, clinical applications, ethical and legal concerns, use with diverse populations, computerization, and the latest research. Clinicians and researchers who use these instruments will find this volume invaluable, as it contains the most comprehensive and up-to-date information available on this important aspect of practice.

The first book of two, Advanced Subsidiary Psychology seeks to develop an understanding of the principles of Psychology and to illustrate these by reference examples relevant to students' own interests and experience. Fully in line with the AS Edexcel specifications, Book 1 covers the first three units of the award and provides a thorough preparation for the AS examination.

Psychologists offer an increasing variety of services to the public. Among these services, psychological assessment of personality and behavior continues to be a central activity. One main reason is that other mental health professionals often do not possess a high level of competence in this area. And when dealing with children and adolescents, psychological assessment seems to take on an even greater role. Therefore, it follows that comprehensive graduate-level instruction in assessment should be a high priority for educators of psychologists who will work with these youth. This textbook is organized into three sections, consistent with the authors’ approach to teaching. Part I provides students with the psychological knowledge base necessary for modern assessment practice, including historical perspectives, measurement science, child psychopathology, ethical, legal, and cultural issues, and the basics of beginning the assessment process. Part II gives students a broad review of the specific assessment methods used by psychologists, accompanied by specific advice regarding the usage and strengths and weaknesses of each method. In Part III, we help students perform some of the most sophisticated of assessment practices: integrating and communicating assessment results and infusing assessment practice with knowledge of child development and psychopathology to assess some of the most common types of behavioral and emotional disorders in youth. A text focusing on assessment practices must be updated every four to six years to keep pace with advances in test development. For example, several of the major tests reviewed in the text, such as the Behavioral Assessment System for Children and the Child Behavior Checklist, have undergone major revisions since the publication of the last edition making the current content outdated. Further, another major test, the Conners’ Rating Scales, is undergoing substantial revisions that should be completed before publication of the next edition. Finally, the evidence for the validity of the tests and the recommendations for their appropriate use evolve as research accumulates and requires frequent updating to remain current. For example, there was a special issue of the Journal of Clinical Child and Adolescent Psychology published focusing on evidenced-based assessment of the major forms of childhood psychopathology that will need to be integrated into the chapters in Part 3. This latter point reflects an important trend in the field that should influence the marketing of the book. That is, there are several initiatives being started in all of the major areas of applied psychology (e.g., school, clinical, and counseling) to promote evidenced-based assessment practices. These initiatives have all emphasized the need to enhance the training of graduate students in this approach to assessment. This has been the orientation of this textbook from its first edition: that is, Clinical Assessment of Child and Adolescent Personality and Behavior has focused on using research to guide all recommendations for practice. The ability of the textbook to meet this training need should be an important focus of marketing the book to training programs across all areas of applied psychology.

The purpose of this book is to review existing and developing family assessment methods relevant to the study of psycho pathology. It is our intention not only to inform clinical re searchers of the many valuable family assessment methods that are available, but also to encourage the incorporation of such procedures into future research efforts. In so doing, we believe that our understanding of the etiology, course, treatment, and prevention of adult and childhood disorders will be greatly enriched. The book begins with an overview of the larger social and intellectual forces which have led to the current interest in study ing family influences on psychopathology in children and adoles cence. For each "stream of influence," we attempt to highlight theoretical and methodological contributions relevant to the fami ly's role in the etiology, exacerbation, and treatment of childhood disorders. Next, a framework for classifying family measurement procedures is introduced in which three major dimensions are emphasized: unit of analysis, source of data, and construct as sessed. The third and most important chapter provides detailed reviews of a selected number of methods within each of the major groupings that have been delimited, references and brief descrip tions of other measures that cannot be reviewed in detail, and a discussion of the promising and developing techniques that are known to the authors.

'Foundations of Multimethod Research' offers an explanation of how a planned synthesis of various research techniques can be purposefully used to improve social science knowledge.

Based on Ian Wilkinson's extensive experience of working with troubled children and families, this revised and updated edition combines a clear summary of current knowledge with practical and adaptable procedures for practitioner use.