We live in an age of unprecedented access to information. The last decade has seen an exponential growth in data and material available, often at the touch of a button. However, this has also made it harder to discern between fact and fiction. What is real and what is fake? What should we believe and what should we reject?

In an environment of information overload, a distrust of experts, the circulation of misinformation and false facts, and public debates based upon poor evidence, Thinking Critically About Research comes at a vital juncture. The book is designed to help readers develop a critical understanding of evidence and the ways in which evidence is presented, and to challenge the information they receive in both academic and non-academic sources. The author presents a step-by-step approach with a focus on knowing methods, culminating in a bespoke ‘critical tool kit’ which offers a practical checklist designed to be used when carrying out research.

Also containing learning features including tasks and worked examples, drawing on real research studies, this is an essential resource for students and researchers, and those putting research into practice, who want to have better critical thinking skills.

We live in an age of unprecedented access to information. The last decade has seen an exponential growth in data and material available, often at the touch of a button. However, this has also made it harder to discern between fact and fiction. What is real and what is fake? What should we believe and what should we reject?

In an environment of information overload, a distrust of experts, the circulation of misinformation and false facts, and public debates based upon poor evidence, Thinking Critically About Research comes at a vital juncture. The book is designed to help readers develop a critical understanding of evidence and the ways in which evidence is presented, and to challenge the information they receive in both academic and non-academic sources. The author presents a step-by-step approach with a focus on knowing methods, culminating in a bespoke ‘critical tool kit’ which offers a practical checklist designed to be used when carrying out research.

Also containing learning features including tasks and worked examples, drawing on real research studies, this is an essential resource for students and researchers, and those putting research into practice, who want to have better critical thinking skills.

The Psychological Impact of Boarding School is a collection of research-based essays answering a range of questions about boarding school and its long-term impact.

Through a combination of original in-depth first-person narratives as well as larger scale surveys, this book aims to fill gaps in current boarding school research and present new findings. Topics addressed include gender differences, eating behaviours, loneliness, mental health and relationships, the differences between younger and older boarders, and ex-boarder experiences of therapy. The research results highlight a key role in the age that children start boarding, the way that long-term psychological influences of friendships formed at school, and the larger role that parent and family relationships play in the psychological lives of boarders. Through these findings, the book ultimately challenges the current understanding of ''boarding school syndrome'', proposing a move beyond the term and its concept.

The book will appeal to psychologists, psychoanalysts, counsellors, academics, teachers, current and ex-boarders as well as parents and guardians interested in the impact of boarding schools from either a professional or a personal perspective.

The Psychological Impact of Boarding School is a collection of research-based essays answering a range of questions about boarding school and its long-term impact.

Through a combination of original in-depth first-person narratives as well as larger scale surveys, this book aims to fill gaps in current boarding school research and present new findings. Topics addressed include gender differences, eating behaviours, loneliness, mental health and relationships, the differences between younger and older boarders, and ex-boarder experiences of therapy. The research results highlight a key role in the age that children start boarding, the way that long-term psychological influences of friendships formed at school, and the larger role that parent and family relationships play in the psychological lives of boarders. Through these findings, the book ultimately challenges the current understanding of ''boarding school syndrome'', proposing a move beyond the term and its concept.

The book will appeal to psychologists, psychoanalysts, counsellors, academics, teachers, current and ex-boarders as well as parents and guardians interested in the impact of boarding schools from either a professional or a personal perspective.

How do social scientists create facts? What strategies do they use to construct knowledge? How does social science make sense of the individual? Critical studies of both medical and scientific knowledge have been conducted but social science knowledge remains relatively unquestioned.

Addressing this question, Health and the Construction of the Individual, originally published in 2002, is a social study of social science. Jane Ogden focuses particularly on constructions of the individual in health-related psychology and sociology. She explores how social science texts construct social science facts using the strategies of theory, methodology, measurement, and rhetorical boundaries and argues that the individual is not only constructed through the dissemination of social science knowledge but through the mechanics of its production. The results provide a unique insight into the transformation of the individual as an ever-changing self, from both a historical and social constructionist perspective.

This title will make fascinating reading for health psychologists, medical sociologists, social constructionists and all students and researchers interested in gaining a greater understanding of the premises underlying social science.

How do social scientists create facts? What strategies do they use to construct knowledge? How does social science make sense of the individual? Critical studies of both medical and scientific knowledge have been conducted but social science knowledge remains relatively unquestioned.

Addressing this question, Health and the Construction of the Individual, originally published in 2002, is a social study of social science. Jane Ogden focuses particularly on constructions of the individual in health-related psychology and sociology. She explores how social science texts construct social science facts using the strategies of theory, methodology, measurement, and rhetorical boundaries and argues that the individual is not only constructed through the dissemination of social science knowledge but through the mechanics of its production. The results provide a unique insight into the transformation of the individual as an ever-changing self, from both a historical and social constructionist perspective.

This title will make fascinating reading for health psychologists, medical sociologists, social constructionists and all students and researchers interested in gaining a greater understanding of the premises underlying social science.

Eating well should be easy. But so often it is not. How to Eat Well at Every Age provides practical tips based on psychological theory and evidence to enable people of every age to eat well and build a good relationship with food.

Eating well is key to how we interact with others, manage our emotions and our sense of wellbeing. The book describes how we can help others and ourselves to eat well across the lifespan, from good food parenting as our children are growing up, to eating well as an adult when the food environment can seem to be against us, to caring for the needs of people as they age. It describes how we learn what food we like and how our eating habits develop. It explores how parents can help their child eat well through good food parenting and the key pillars of being a good role model, saying the right things and managing their environment. It then covers how to eat well as an adult in terms of eating less to lose weight (without doing harm) or changing engrained habits to eat more healthily in general. Finally, it explores how eating well can be key to looking after ourselves or others as they age when living independently or in residential care.

This book is for anyone who wants a healthy relationship with food, for themselves or those they care for. It is also valuable reading for students studying child development, nutrition, dietetics, catering, physical health, social care, nursing and psychology.

Eating well should be easy. But so often it is not. How to Eat Well at Every Age provides practical tips based on psychological theory and evidence to enable people of every age to eat well and build a good relationship with food.

Eating well is key to how we interact with others, manage our emotions and our sense of wellbeing. The book describes how we can help others and ourselves to eat well across the lifespan, from good food parenting as our children are growing up, to eating well as an adult when the food environment can seem to be against us, to caring for the needs of people as they age. It describes how we learn what food we like and how our eating habits develop. It explores how parents can help their child eat well through good food parenting and the key pillars of being a good role model, saying the right things and managing their environment. It then covers how to eat well as an adult in terms of eating less to lose weight (without doing harm) or changing engrained habits to eat more healthily in general. Finally, it explores how eating well can be key to looking after ourselves or others as they age when living independently or in residential care.

This book is for anyone who wants a healthy relationship with food, for themselves or those they care for. It is also valuable reading for students studying child development, nutrition, dietetics, catering, physical health, social care, nursing and psychology.

The Good Parenting Food Guide offers straightforward advice for how to encourage children to develop a healthy, unproblematic approach to eating.

The Good Parenting Food Guide offers straightforward advice for how to encourage children to develop a healthy, unproblematic approach to eating.

Why do some of us become overweight? Why is it so difficult to lose weight? How can we adopt healthy attitudes towards food?

The Psychology of Dieting takes a broad and balanced view of the causes of weight gain and the challenges involved in dieting. Exploring the cognitive, emotional and social triggers which lead us to make poor decisions around food, the book considers what it means to diet well. By understanding our psychological selves, the book shows how we can change our unhealthy behaviours and potentially lose weight.

In an era of weight problems, obesity, and dangerous dieting, The Psychology of Dieting shows us that there is no such thing as a miracle diet, and that we must understand how our minds shape the food choices we make.

Why do some of us become overweight? Why is it so difficult to lose weight? How can we adopt healthy attitudes towards food?

The Psychology of Dieting takes a broad and balanced view of the causes of weight gain and the challenges involved in dieting. Exploring the cognitive, emotional and social triggers which lead us to make poor decisions around food, the book considers what it means to diet well. By understanding our psychological selves, the book shows how we can change our unhealthy behaviours and potentially lose weight.

In an era of weight problems, obesity, and dangerous dieting, The Psychology of Dieting shows us that there is no such thing as a miracle diet, and that we must understand how our minds shape the food choices we make.

We live in an age of unprecedented access to information. The last decade has seen an exponential growth in data and material available, often at the touch of a button. However, this has also made it harder to discern between fact and fiction. What is real and what is fake? What should we believe and what should we reject?

In an environment of information overload, a distrust of experts, the circulation of misinformation and false facts, and public debates based upon poor evidence, Thinking Critically About Research comes at a vital juncture. The book is designed to help readers develop a critical understanding of evidence and the ways in which evidence is presented, and to challenge the information they receive in both academic and non-academic sources. The author presents a step-by-step approach with a focus on knowing methods, culminating in a bespoke ‘critical tool kit’ which offers a practical checklist designed to be used when carrying out research.

Also containing learning features including tasks and worked examples, drawing on real research studies, this is an essential resource for students and researchers, and those putting research into practice, who want to have better critical thinking skills.

We live in an age of unprecedented access to information. The last decade has seen an exponential growth in data and material available, often at the touch of a button. However, this has also made it harder to discern between fact and fiction. What is real and what is fake? What should we believe and what should we reject?

In an environment of information overload, a distrust of experts, the circulation of misinformation and false facts, and public debates based upon poor evidence, Thinking Critically About Research comes at a vital juncture. The book is designed to help readers develop a critical understanding of evidence and the ways in which evidence is presented, and to challenge the information they receive in both academic and non-academic sources. The author presents a step-by-step approach with a focus on knowing methods, culminating in a bespoke ‘critical tool kit’ which offers a practical checklist designed to be used when carrying out research.

Also containing learning features including tasks and worked examples, drawing on real research studies, this is an essential resource for students and researchers, and those putting research into practice, who want to have better critical thinking skills.

The Psychological Impact of Boarding School is a collection of research-based essays answering a range of questions about boarding school and its long-term impact.

Through a combination of original in-depth first-person narratives as well as larger scale surveys, this book aims to fill gaps in current boarding school research and present new findings. Topics addressed include gender differences, eating behaviours, loneliness, mental health and relationships, the differences between younger and older boarders, and ex-boarder experiences of therapy. The research results highlight a key role in the age that children start boarding, the way that long-term psychological influences of friendships formed at school, and the larger role that parent and family relationships play in the psychological lives of boarders. Through these findings, the book ultimately challenges the current understanding of ''boarding school syndrome'', proposing a move beyond the term and its concept.

The book will appeal to psychologists, psychoanalysts, counsellors, academics, teachers, current and ex-boarders as well as parents and guardians interested in the impact of boarding schools from either a professional or a personal perspective.

The Psychological Impact of Boarding School is a collection of research-based essays answering a range of questions about boarding school and its long-term impact.

Through a combination of original in-depth first-person narratives as well as larger scale surveys, this book aims to fill gaps in current boarding school research and present new findings. Topics addressed include gender differences, eating behaviours, loneliness, mental health and relationships, the differences between younger and older boarders, and ex-boarder experiences of therapy. The research results highlight a key role in the age that children start boarding, the way that long-term psychological influences of friendships formed at school, and the larger role that parent and family relationships play in the psychological lives of boarders. Through these findings, the book ultimately challenges the current understanding of ''boarding school syndrome'', proposing a move beyond the term and its concept.

The book will appeal to psychologists, psychoanalysts, counsellors, academics, teachers, current and ex-boarders as well as parents and guardians interested in the impact of boarding schools from either a professional or a personal perspective.

How do social scientists create facts? What strategies do they use to construct knowledge? How does social science make sense of the individual? Critical studies of both medical and scientific knowledge have been conducted but social science knowledge remains relatively unquestioned.

Addressing this question, Health and the Construction of the Individual, originally published in 2002, is a social study of social science. Jane Ogden focuses particularly on constructions of the individual in health-related psychology and sociology. She explores how social science texts construct social science facts using the strategies of theory, methodology, measurement, and rhetorical boundaries and argues that the individual is not only constructed through the dissemination of social science knowledge but through the mechanics of its production. The results provide a unique insight into the transformation of the individual as an ever-changing self, from both a historical and social constructionist perspective.

This title will make fascinating reading for health psychologists, medical sociologists, social constructionists and all students and researchers interested in gaining a greater understanding of the premises underlying social science.

How do social scientists create facts? What strategies do they use to construct knowledge? How does social science make sense of the individual? Critical studies of both medical and scientific knowledge have been conducted but social science knowledge remains relatively unquestioned.

Addressing this question, Health and the Construction of the Individual, originally published in 2002, is a social study of social science. Jane Ogden focuses particularly on constructions of the individual in health-related psychology and sociology. She explores how social science texts construct social science facts using the strategies of theory, methodology, measurement, and rhetorical boundaries and argues that the individual is not only constructed through the dissemination of social science knowledge but through the mechanics of its production. The results provide a unique insight into the transformation of the individual as an ever-changing self, from both a historical and social constructionist perspective.

This title will make fascinating reading for health psychologists, medical sociologists, social constructionists and all students and researchers interested in gaining a greater understanding of the premises underlying social science.

Eating well should be easy. But so often it is not. How to Eat Well at Every Age provides practical tips based on psychological theory and evidence to enable people of every age to eat well and build a good relationship with food.

Eating well is key to how we interact with others, manage our emotions and our sense of wellbeing. The book describes how we can help others and ourselves to eat well across the lifespan, from good food parenting as our children are growing up, to eating well as an adult when the food environment can seem to be against us, to caring for the needs of people as they age. It describes how we learn what food we like and how our eating habits develop. It explores how parents can help their child eat well through good food parenting and the key pillars of being a good role model, saying the right things and managing their environment. It then covers how to eat well as an adult in terms of eating less to lose weight (without doing harm) or changing engrained habits to eat more healthily in general. Finally, it explores how eating well can be key to looking after ourselves or others as they age when living independently or in residential care.

This book is for anyone who wants a healthy relationship with food, for themselves or those they care for. It is also valuable reading for students studying child development, nutrition, dietetics, catering, physical health, social care, nursing and psychology.

Eating well should be easy. But so often it is not. How to Eat Well at Every Age provides practical tips based on psychological theory and evidence to enable people of every age to eat well and build a good relationship with food.

Eating well is key to how we interact with others, manage our emotions and our sense of wellbeing. The book describes how we can help others and ourselves to eat well across the lifespan, from good food parenting as our children are growing up, to eating well as an adult when the food environment can seem to be against us, to caring for the needs of people as they age. It describes how we learn what food we like and how our eating habits develop. It explores how parents can help their child eat well through good food parenting and the key pillars of being a good role model, saying the right things and managing their environment. It then covers how to eat well as an adult in terms of eating less to lose weight (without doing harm) or changing engrained habits to eat more healthily in general. Finally, it explores how eating well can be key to looking after ourselves or others as they age when living independently or in residential care.

This book is for anyone who wants a healthy relationship with food, for themselves or those they care for. It is also valuable reading for students studying child development, nutrition, dietetics, catering, physical health, social care, nursing and psychology.

The Good Parenting Food Guide offers straightforward advice for how to encourage children to develop a healthy, unproblematic approach to eating.

The Good Parenting Food Guide offers straightforward advice for how to encourage children to develop a healthy, unproblematic approach to eating.

Why do some of us become overweight? Why is it so difficult to lose weight? How can we adopt healthy attitudes towards food?

The Psychology of Dieting takes a broad and balanced view of the causes of weight gain and the challenges involved in dieting. Exploring the cognitive, emotional and social triggers which lead us to make poor decisions around food, the book considers what it means to diet well. By understanding our psychological selves, the book shows how we can change our unhealthy behaviours and potentially lose weight.

In an era of weight problems, obesity, and dangerous dieting, The Psychology of Dieting shows us that there is no such thing as a miracle diet, and that we must understand how our minds shape the food choices we make.

Why do some of us become overweight? Why is it so difficult to lose weight? How can we adopt healthy attitudes towards food?

The Psychology of Dieting takes a broad and balanced view of the causes of weight gain and the challenges involved in dieting. Exploring the cognitive, emotional and social triggers which lead us to make poor decisions around food, the book considers what it means to diet well. By understanding our psychological selves, the book shows how we can change our unhealthy behaviours and potentially lose weight.

In an era of weight problems, obesity, and dangerous dieting, The Psychology of Dieting shows us that there is no such thing as a miracle diet, and that we must understand how our minds shape the food choices we make.