Showing papers on "PsycINFO published in 1987"
TL;DR: Turner and Helms as mentioned in this paper reviewed the book Lifespan Development (3rd ed.) by Jeffrey S. Turner and Donald B. Helms (1987), which covers the whole field of life-span psychology.
Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1987, Vol 32(11), 980. Reviews the book, Lifespan Development (3rd ed.) by Jeffrey S. Turner and Donald B. Helms (1987). The third edition of this popular textbook covers the whole field of life-span psychology. (PsycINFO Database
25 citations
TL;DR: Klerman et al. as discussed by the authors describe an approach to depression that is structured, short-term, and gaining empirical support, it is most timely given the seeming frequency of major depression in outpatients and characteristic third-party coverage of a limited number of sessions.
Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1987, Vol 32(2), 183–185. Reviews the book, Interpersonal Psychotherapy of Depression by Gerald L. Klerman, Myrna M. Weissman, Bruce J. Rounsaville, and Eve S. Chevron (1984). The present volume represents a compelling and truly significant demonstration that comprehensive specificity need not be restricted to the behavioral paradigm. Interpersonal psychotherapy (IPT) of depression includes concepts and techniques deeply rooted in dynamic psychotherapies, and integrates these within a systematic and strategic interpersonal approach to treating clinical depression. The organization, clarity, and detail with which they present the material do indeed enable the authors to succeed admirably in achieving these interrelated purposes. This is an important work. In describing an approach to depression that is structured, short-term, and gaining empirical support, it is most timely given the seeming frequency of major depression in outpatients and characteristic third-party coverage of a limited number of sessions. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
8 citations
TL;DR: Schneider et al. as discussed by the authors reviewed the books, Process and Outcome in Peer Relationships by Edward C. Mueller and Catherine R. Cooper (1986); and Children's Peer Relations: Issues in Assessment and Intervention by Barry H. Schneider, Kenneth H. Rubin, and Jane E. Ledingham (1985).
Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1987, Vol 32(1), 29–30. Reviews the books, Process and Outcome in Peer Relationships by Edward C. Mueller and Catherine R. Cooper (Eds.) (1986); and Children's Peer Relations: Issues in Assessment and Intervention by Barry H. Schneider, Kenneth H. Rubin, and Jane E. Ledingham (Eds.) (1985). In fact, both books provide extensive data and perspectives to this end. Remarkably, although both of these books are centrally focused on the importance of peer relations to children's development, there is little overlap in the content presented. Children's Peer Relations focuses on individual differences, whereas Process and Outcome in Peer Relationships focuses more on general developmental or age-related phenomena among peers. Both books also provide persuasive evidence of the value of integrating overt social and academic behavior or context with the meaning assigned to the experience by participating (or nonparticipating) individuals to better understand and to more appropriately assess and intervene in peer relations. These books document the theoretical, empirical, and clinical/educational activity in the field and, in so doing, call attention to the need for formulating an integrated account of the development and the meaning of peer relations throughout childhood. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
4 citations
TL;DR: The Thinking in the Classroom: A Survey of Programs by Paul Chance (1986) as mentioned in this paper is a description of eight programs that are commercially available for use in teaching students to think, each program is described in terms of its assumptions, goals, methods and materials, audience, teacher qualifications, benefits claimed by the program, and special problems with the program.
Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1987, Vol 32(6), 548–549. Reviews the book, Thinking in the Classroom: A Survey of Programs by Paul Chance (1986). This book is a description of eight programs that are commercially available for use in teaching students to think. Each program is described in terms of its assumptions, goals, methods and materials, audience, teacher qualifications, benefits claimed by the program, and special problems with the program. Most of these programs are relatively expensive to implement, either in terms of cost of materials or training that must be undergone for proficient teaching of the programs. Again, this is a critical concern for educational implementations that must usually be done on restricted budgets. There is certainly little to recommend this book to anyone outside the educational community, and it is not clear to whom this book is addressed. It provides such a brief overview that it would be difficult to imagine what sorts of benefits might be derived from reading it. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
3 citations
TL;DR: Sugarman as discussed by the authors presented the life-span approach and discussed its implications for conceptions of development, and reviewed, from a life span perspective, physical, cognitive, personality, and social development across adulthood, describing theory and research on coping with critical life events.
Abstract: Originally published in Contemporary Psychology: APA Review of Books, 1987, Vol 32(12), 1019–1020. Reviews the book, Life-Span Development: Concepts, Theories and Interventions by Leonie Sugarman (1986). To capture accurately the texture and depth of an emerging field is not an easy task. Sugarman takes on that challenge for the emerging perspective on developmental psychology known as life span. With this introductory text, Sugarman proposes (a) to present the life-span approach and discuss its implications for conceptions of development; (b) to review, from a life-span perspective, physical, cognitive, personality, and social development across adulthood; (c) to describe theory and research on coping with critical life events; and (d) to summarize life-span views on intervention. This book may be of interest not just to the audiences targeted by Sugarman. In addition, proponents of the approach may also benefit from a perusal of this text. (PsycINFO Database Record (c) 2006 APA, all rights reserved)
1 citations