This comprehensive, topically arranged text provides a contemporary account of counseling theories as practiced by internationally acclaimed experts in the field. Each chapter covers the way mindfulness, strengths-based positive psychology, and the common factors model is integrated into the theory. A special emphasis on evidence-based practice helps readers prepare for their work in the field. Key Features The text focuses on how each theory presents a useful and effective basis for contemporary practice, providing students with the most up-to-date scholarship on current theories and how these theories guide the practice of today’s counselors and psychotherapists. Chapters are written by internationally acclaimed experts offering a truly global and complete perspective of the field. Discussion of the pros and cons of each theoretical approach allows students to explore all sides of an approach, offering an opportunity for balanced, critical analysis of the material. Brief therapies or "manualized" approaches, developed in response to the limits imposed by insurance companies on the number of reimbursable therapy sessions per client, are addressed, as many theoretical approaches offer strategies for providing these therapies. Careful discussion in every chapter of the applicability of theories to a diverse client population allows readers to address the specific needs of a broader clientele while acknowledging gender, race, age, sexual orientation, religion, etc. Integrated coverage of and a separate chapter on evidence-based practice introduce students to what is becoming the expected standard for effectively working with clients. Lists of additional resources from expert contributors allow students to further explore the concepts presented.

Like its predecessors, Volume III of the Handbook for Teaching Introductory Psychology provides introductory psychology instructors with teaching ideas and activities that can immediately be put into practice in the classroom. It contains an organized collection of articles from Teaching of Psychology (TOP), the official journal of the Society for the Teaching of Psychology, Division 2 of the American Psychological Association. Volume III contains 89 articles from TOP that have not been included in other volumes. Another distinction between this volume and its predecessors is its emphasis on testing and assessment. The book is divided into two sections. Section One, "Issues and Approaches in Teaching Introductory Psychology," contains 52 articles on critical issues, such as: how to approach the course; understanding students' interests, perceptions, and motives; students' existing knowledge of psychology (including their misconceptions); a comparison of introductory textbooks and tips on how to evaluate them; test questions and student factors affecting exam performance; an overview of different forms of feedback; giving extra credit; and how to deal with academic dishonesty. Section Two consists of 37 articles that present demonstrations, class and laboratory projects, and other techniques to enhance teaching and learning in both the introductory, as well as advanced courses in the discipline. This section is organized so as to parallel the order of topics found in most introductory psychology textbooks. Intended for academicians who teach the introductory psychology course and/or oversee grad assistants who teach the course, all royalties of the book go directly to the Society for the Teaching of Psychology to promote its activities to further improve the teaching of psychology.

Decisions are influenced by a variety of fallacies and biases that we can learn how to avoid. Critical thinking values, knowledge, and skills, therefore, are integral to evidence-based practice. These emphasize the importance of recognizing ignorance as well as knowledge and the vital role of criticism in discovering how to make better decisions. This book is for clinicians--clinicians who are willing to say "I don't know." Critical Thinking in Clinical Practice, Second Edition is designed to enhance readers' skills in making well-informed, ethical decisions. Making such decisions is no easy task. Decisions are made in uncertain, changing environments with time pressures. Interested parties, such as the pharmaceutical industry, spend millions of dollars to influence decisions made. Drawing on a wide range of related literature, this book describes common pitfalls in clinical reasoning as well as strategies for avoiding them--sometimes called mind-tools. Mental health and allied professionals will come away from this text with knowledge of how classification decisions, a focus on pathology, and reliance on popularity can cause errors. Hazards involved in data collection and team decision making such as groupthink are discussed. Part 1 provides an overview of the context in which clinicians make decisions. Part 2 describes common sources of error. Part 3 describes decision aids including the process of evidence-based practice. Part 4 describes the application of related content to different helping phases including assessment, intervention, and evaluation. Part 5 suggests obstacles to making well-informed decisions and how to encourage lifelong learning. This new Second Edition has been completely updated with expanded coverage on: Evidence-based practice Screening issues and practice errors Lifelong learning Problem solving Decision making An interactive, dynamic book filled with insightful examples, useful lists and guidelines, and exercises geared to encourage critical thinking, Critical Thinking in Clinical Practice, Second Edition provides an essential resource for helping professionals and students.

Describes how learning happens--discussing some of the stumbling blocks to effective learning, how people learn and use language, and how our thought processes sometimes guide our behavior and are affected by our behavior.

Shaping Psychology is a unique collection of in-depth conversations with a selection of the most influential psychologists working today, conducted at the end of a decade that shook psychological science. They provide insights into the controversies at the heart of contemporary psychology, revealing a clash of visions of what psychological science is all about and what its future holds. They are candid on the crisis in psychology and explore its causes, consequences and how to overcome it. They also discuss challenges in the field, their careers, and the experiences that shaped their worldview. Those interviewed include pioneers who have shaped psychology as we know it today and who represent a wide range of specializations, from research to mental health practice, mainstream psychology to critical psychology and neuroscience to the Open Science movement. Elizabeth F. Loftus, Stanford University, USA Jerome Kagan, Harvard University, USA Michael I. Posner, University of Oregon, USA Scott O. Lilienfeld, Emory University, USA Robert J. Sternberg, Cornell University, USA Robert Plomin, King’s College London, UK Susan J. Blackmore, University of Plymouth, UK Joseph E. LeDoux, New York University, USA Noam Chomsky, Massachusetts Institute of Technology, USA Roy F. Baumeister, University of Queensland, Australia Erica Burman, University of Manchester, UK Brian A. Nosek, University of Virginia, USA Vikram H. Patel, Harvard Medical School, USA Daniel Kahneman, Princeton University, USA Carol A. Tavris, independent academic, USA,

Featuring ten new articles by experts in the field, this up-to-date reader emphasizes the ways that forensic psychologists apply psychological knowledge, concepts, and principles on a day-to-day basis. Drawing on cutting-edge research to demonstrate the ways that forensic psychology has contributed to the understanding of criminal behavior and crime prevention, the Third Edition addresses key topics in each of the five major subareas of the field—police psychology, legal psychology, the psychology of crime and delinquency, victimology and victim services, and correctional psychology.

The Handbook of the Teaching of Psychology is astate-of-the-art volume that provides readers with comprehensivecoverage and analysis of current trends and issues, basicmechanics, and important contextual variables related to effectiveteaching in psychology. Uses concise and targeted chapters, written by leading scholarsin the field, to explore a myriad of challenges in the teaching ofpsychology. Employs a prescriptive approach to offer strategies andsolutions to frequently occurring dilemmas. Covers the gamut of current topics of interest to all currentand future teachers of psychology.