Psychology can be applied to understanding a range of current issues and topics in teaching and educational practice. Starting with the question, ′what is psychology?′, and a topical overview of child and adolescent development, Stephen James Minton moves on to discuss seven areas of contemporary concern in education, showing how psychological approaches can help teachers in key areas of practice. Areas covered include: - the self, self-esteem, and self-esteem enhancement - intelligence, learning styles and educational attainment - positive teaching, co-operative learning and assertive discipline - special educational needs - preventing and countering bullying and cyber-bullying - dealing with prejudice - stress and stress management This detailed text will be vital reading for all those studying psychology and applied psychology in primary and secondary teaching degree programmes. Constant links between theory and practice also make it a valuable read for practitioners reflecting on their approach to common classroom scenarios. Stephen James Minton is a lecturer in Psychology of Education at Trinity College Dublin.

Encompasses topics including aging (geropsychology), assessment, clinical, cognitive, community, counseling, educational, environmental, family, industrial/organizational, health, school, sports, and transportation psychology. Each entry provides a clear definition, a brief review of the theoretical basis, and emphasizes major areas of application.

Topics in Applied Psychology offers a range of accessible, integrated texts ideal for courses in applied psychology. The books are written by leading figures in their field and provide a comprehensive academic and professional insight into each topic. They incorporate a range of features to bring psychology to life including case histories, research methods, ethical debate and learner activities. Each chapter opens with learning objectives to consolidate key points. A reading list and sample essay questions at the end of chapters enable further independent study. The series also offers an appreciation of multiple perspectives, examines the relationship between psychology and other cognate disciplines and discusses recent developments in each field. Topics in Applied Psychology will provide you with the tools you need to engage with, enjoy and understand your applied psychology discipline, ultimately ensuring confidence and success in exams as well as a comprehensive grounding in the profession. Criminal Psychology examines the contributions that psychology is making to our understanding of criminals, the investigation of their crimes, processes in court and the management and treatment of offenders in prison. The psychological contributions to investigations are assessed with regard to interviewing and detecting deception as well as examining the nature and meaning of offender profiling. The role of psychologists as experts in court is reviewed followed by a look at how psychologists work with prisoners. The psychology of the victim is also examined. The book concludes with a discussion of the future of crime and the growing contribution that psychology is making to understanding criminals and reducing their activities. The integrated and interactive approach, combined with the comprehensive coverage, makes this book the ideal companion for courses in applied criminal psychology. Other books in this series include: Clinical Psychology, Educational Psychology, Health Psychology, Organizational and Work Psychology and Sport and Exercise Psychology.

Why doesn’t everyone see sustainability as a huge issue? Why don’t people think more carefully before making choices? What will it take for people to change? Examining the many psychological factors that lead to human behavioral effects on the environment, this book answers these questions definitively and provides practical guidance for approaches that have been used to successfully stimulate change. The Applied Psychology of Sustainability provides an extensive, integrated definition of the processes that lead to climatic, ecological, and socio-economic results: It defines a Psychology of Sustainability. Each chapter applies elements from the core research areas of cognitive, social, and developmental psychology into the context of criteria specific to sustainability. Comprehensively updated to embrace great change in the field, this new edition expands on critical issues yet maintains its strong foundation that the psychology of decisions is the essential precursor to sustainability and that these decisions should be treated as the primary target of change. Throughout the book, readers will find new ways of framing questions related to human adaptability and evolutionary psychology. The Applied Psychology of Sustainability is essential reading for students and professionals in a range of disciplines who wish to contribute to this crucial conversation.

`This is a competently edited, reader-friendly publication which fills a previously empty niche in the market. Every applied psychologist should have a copy well within arm's length' - British Journal of Educational Psychology Applied Psychology: Current Issues and New Directions is an exciting new textbook and a perfect resource for students taking either a focussed degree in applied psychology or a module as part of a wider psychology degree program. Given its breadth of coverage it should also be essential background reading on courses looking in depth at one of the many areas of professional psychological practice. The book is divided into two parts. In Part One, the book reviews the traditional branches of applied psychology (i.e. clinical, educational and occupational psychology); some relative newcomers (counselling psychology, forensic and health psychology); and some less obvious areas (careers guidance, counselling, academia) addressing such issues as training, future trends and developments within each field. Part Two offers discussion of more generic issues facing professional psychologists including the role of research and evidence-based practice in everyday work; trends in higher education; and continuing professional development. The book concludes with a `Round-Table' discussion involving leading psychologists commenting on trends and new directions in their respective fields. Key features of this book: - Consistently pedagogical throughout - chapter summaries, questions for reflection and discussion and annotated further reading in every chapter - Comprehensive coverage - all areas of applied psychology included - Related to the `real world' - by reviewing the issues and offering practical advice, this text should help prospective applied psychologists make informed decisions about their careers.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

"The Handbook of International School Psychology will be THE major resource on the profession and its various applications in different countries. It is a ′must read′ for school psychologists and professionals from related disciplines who wish to understand, monitor, and shape the field of school psychology." —Scott Huebner, NCSP, University of South Carolina "This book is a very important contribution . . . The authors are all the most well known and respected in their countries, with many years of international experience within the field. The reader gets a firsthand impression of both the vast differences and the many common aspects within the school psychological domain. The broad range of countries . . . also shows how trends in school psychology—and special education—over years play an important role in cross-national implementation strategies." —Niels Egelund, Institute of Educational Psychology, The Danish University of Education. The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Editors Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell have brought together prominent authors from 43 countries to provide valuable information and insights regarding the numerous facets of school psychology. Key Features: Offers a comprehensive overview of key areas: This Handbook addresses the context of school psychology; its origin, history, and current status; and the infrastructure of school psychology. In addition, contributors examine the preparation of school psychologists; their roles, functions, and responsibilities; and current issues impacting the field. Provides a balance of breadth and depth: Internationally renowned authors offer insight on the work of school psychologists around the world, such as assessing children who display cognitive, emotional, social, or behavioral difficulties; developing and implementing intervention programs; consulting with teachers, parents, and other relevant professionals; and conducting research. Reviews key trends in the field: Trends influencing school psychology′s international development are examined. The past, present, and future of the International School Psychology Association (ISPA) are discussed, as are findings from the International School Psychology Survey that examines the characteristics and responsibilities of school psychologists. Intended Audience: The Handbook of International School Psychology is the foremost international resource regarding school psychology. It is ideal for scholars, practitioners, and graduate students interested in acquiring an international view of school psychology.

This state-of-the-art volume is the first to capture a hybrid discipline that studies the role and linguistic implications of the human mind in language learning and teaching. This Handbook considers individual as well as collective factors in language learners and teachers from an array of new empirical constructs and theoretical perspectives, including implications for practice and “myths, debates, and disagreements” in the field, and points to future directions for research. This collection of stellar contributions is an essential resource for researchers, advanced students, and teachers working in applied linguistics, second language acquisition, psychology, and education.

Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors.

The central assumption that guides this book is that research and practice about learning at the workplace has recently lost its critical edge. This book explores what has happened to workplace learning and organizational learning and studies what has replaced it. In addition, the book discusses to what extend there are reasons to revitalize it. Today, themes such as ‘innovation’, ‘co-creation’ and ‘knowledge sharing’ seem to have become preferred and referred to as theoretical fields as well as fields of practice. In several chapters of this book it is argued that the critical power of learning could be regained by starting a new discussion of how these new fields of practice can be substantiated by topics such as learning arrangements, learning mechanisms, and learning strategies. Hence, the aim of this book is to both advance and recapture our knowledge of learning in today’s increasingly complex world of work and organizing. The contributions in this work do so by revisiting classic research on workplace and organizational learning and discussing how insights from this body of literature evokes new meaning. It sets the stage for new agendas and rethinks current practices that are entangled in activities such as innovation, co-creation, knowledge sharing or other currently widespread fields of practice.