Does it make you a better parent if you have pioneered scientific theories of child development? In a unique study, David Cohen compares what great psychologists have said about raising children and the way they did it themselves. Did the experts practice what they preached? Using an eclectic variety of sources, from letters, diaries, autobiographies, biographies, as well as material from interviews, each chapter focuses on a key figure in historical context. There are many surprises. Was Piaget, the greatest child psychologist of the 20th century, the only man to try to psychoanalyse his mother? How many sons of great gurus have had to rescue their father from a police station as R.D Laing's son did? And why did Melanie Klein's daughter wear red shoes they day her mother died? The book covers early scientists such as Darwin, psychoanalysists such as Freud and Jung, to founders of developmental psychology including Piaget and Bowlby as well as Dr Spock. It gives a vivid, dramatic and often entertaining insight into the family lives of these great psychologists. It highlights their ideas and theories alongside their behaviour as parents, and reveals the impact of their parenting on their children. Close bonds, fraught relationships and family drama are described against a backdrop of scientific development as the discipline of psychology evolves. Great Psychologists as Parents will be absorbing reading for students in childhood studies, education and psychology and practitioners in psychology and psychoanalysis. It will also interest general readers looking for a parenting book with a difference.

The outbreak of World War I saw the collapse of socialist notions of class solidarity and reaffirmed the enduring strength of nationalism. The workers of the world did not unite, but turned on one another and slaughtered their fellows in what was then the bloodiest war in history. There have been many efforts to explain the outbreak of war in 1914, but few from so intimate a perspective as LeBon's. He examines such questions as why German scholars tried to deny Germany's obvious guilt in the war, and what explained the remarkable resolve of the French army to persevere in the face of unprecedented adversity. To such questions, LeBon proposes answers built upon principles well articulated in the larger body of his work. He transforms the character of the debate by demonstrating how psychological principles explain more persuasively both the causes of German academic ignominy and the origins of French valor. Convinced as he was that only psychology could illuminate collective behavior, LeBon dismisses purely economic or political interpretations as ill-conceived and inadequate precisely because they fail to appreciate the role of psychology in the collective behavior of national statesmen, prominent scholars, and ordinary soldiers. The Psychology of the Great War provides a bridge to study both crowd behavior and battlefield behavior by illustrating how ordinary people are transformed into savages by great events. This element in LeBon's thinking influenced Georges Sorel's thinking, as he had seen the same phenomenon in those who participated in general strikes and revolutions. And in a later period and different context, Hannah Arendt gave this strange capacity of the ordinary to be transformed into the extraordinary the name "banality of evil." The book will be of interest to social theorists, psychologists concerned with group behavior, and historians of the period.

REA's test preparation book for AP Psychology provides three full-length practice exams based on official exams released by the College Board. The book includes a comprehensive review course of the topics covered on the exam: behavior, sensation and perception, cognition, learning, motivation and emotion, and developmental and abnormal psychology. This book can be used for self-study or by any class preparing for the exam.

Introductory and capstone experiences in the undergraduate psychology program are crucial ways to engage students in their major and psychology department, impart realistic expectations, and prepare them for life beyond college. Providing the right orientation and capstone courses in psychology education is increasingly a concern of instructors, department chairs, program directors, and deans, and both types of courses have become important sources for gathering pre- and post-coursework assessment data for degree learning outcomes. The strategies presented here have been designed to help educators examine issues around teaching the introductory or careers course and developing a psychology-specific orientation program. The authors also provide concrete suggestions for building capstone experiences designed to fit the needs of a department, its pedagogical philosophy, or the educational agenda of the college or university. Undergraduate psychology curriculum designers and instructors can benefit from learning innovative and effective strategies for introducing the major to first-year students and, at graduation, for bringing closure, reinforcing the overall departmental learning outcomes, and helping students apply their disciplinary knowledge in capstone experiences and post-graduate life. In this collection of articles, psychology instructors involved in the improvement of teaching and learning review the research and share their own successes and challenges in the classroom. Discussions include effective practices for helping students become acclimated to and engaged in the psychology major, application of developmental knowledge and learning communities to course design, and use of quality benchmarks to improve introductory and capstone courses. Other chapters describe innovations in the design of stand-alone courses and offer concrete advice on counseling psychology graduates about how to use what they have learned beyond their higher education experiences.

This book focuses on the key ideas of the most important modern psychologists. Nineteen classic "great ideas" in psychology are critically assessed in their cultural and historical context, with topics ranging from neuroscience to personality, development to socio-cultural issues. The simple narrative style and chapter structure, combined with "critical thinking questions" and a shortlist of essential readings for further study at the end of each chapter, provides an ideal approach for anyone interested in learning about the key ideas and theories in psychology.

This book takes an in-depth look at how education and psychology relate to each other, and at the current state of this relationship. Through comprehensive analysis of the ideological, historical, social and professional contexts of this interaction, the author develops the theme that, despite basic differences in aims, the fields are interconnected.

This SIOP Organizational Frontiers volume will be one of the first to show how the field of Industrial Organizational psychology can help address societal concerns, and help focus research on the greater good of society. Contributions from worldwide experts showcase the power the IO community has to foster, promote and encourage pro social efforts. Also included will be commentary from an eminent group of IO psychologists who give invaluable insights into the history and the future of IO psychology . By presenting the prosocial contributions, from personal satisfaction and career commitment to organizational effectiveness to societal development, the imperative and easibility of using I-O psychology for the greater good becomes increasingly compelling.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology, the official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association. Volume I consists of 97 articles about strategies for teaching introductory psychology, statistics, research methods, and the history of psychology classes. Divided into four sections (one for each specialty), the book suggests ways to stimulate interest, promote participation, grasp psychological terminology, and master necessary scientific skills.