Psychology Press & Routledge Classic Editions – serie

Does violence on TV lead to violent behaviour? How does screen time impact child development? What is the effect of advertising on a child’s behaviour? Twenty years after the publication of the first edition of Children and Television, these issues remain as pertinent as ever. In the new Classic Edition of this core textbook, Gunter and Gunter present research evidence into the effects of television on children and their responses to it. This comprehensive work examines a wide range of issues, including children’s knowledge of television and how it impacts social roles, aggressive behaviour, advertising, health orientation and both good and bad behaviour, and concludes that children are sophisticated viewers and control television far more than it controls them. The Classic Edition includes a new preface to the current context of the book, exploring the emergence of new TV channels, enhanced home recording capacity, archiving and streaming services replacing traditional forms of viewing with non-linear viewing and their impact on children. This book is essential reading for postgraduate and undergraduate students taking courses on child development and family studies.

Does violence on TV lead to violent behaviour? How does screen time impact child development? What is the effect of advertising on a child’s behaviour? Twenty years after the publication of the first edition of Children and Television, these issues remain as pertinent as ever. In the new Classic Edition of this core textbook, Gunter and Gunter present research evidence into the effects of television on children and their responses to it. This comprehensive work examines a wide range of issues, including children’s knowledge of television and how it impacts social roles, aggressive behaviour, advertising, health orientation and both good and bad behaviour, and concludes that children are sophisticated viewers and control television far more than it controls them. The Classic Edition includes a new preface to the current context of the book, exploring the emergence of new TV channels, enhanced home recording capacity, archiving and streaming services replacing traditional forms of viewing with non-linear viewing and their impact on children. This book is essential reading for postgraduate and undergraduate students taking courses on child development and family studies.

In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented due to the vast diversity of models of what knowledge and reasoning are, and how they develop. This new Classic Edition of Models of Cognitive Development aims to overcome this barrier through its careful introduction, illustrated examples, and approach to helping students think more critically about the subject.In this significant work, Richardson provides students, researchers, and comparative theoreticians with a cohesive understanding of the area by organizing diverse schools, frameworks, and approaches according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, it’s possible to find pathways around the area more confidently as a whole, to see the “wood” as well as the theoretical trees, and be able to react to individual models more critically and constructively.The Classic Edition of this core text will be essential reading for undergraduate and graduate students of cognitive development.

In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented due to the vast diversity of models of what knowledge and reasoning are, and how they develop. This new Classic Edition of Models of Cognitive Development aims to overcome this barrier through its careful introduction, illustrated examples, and approach to helping students think more critically about the subject.In this significant work, Richardson provides students, researchers, and comparative theoreticians with a cohesive understanding of the area by organizing diverse schools, frameworks, and approaches according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, it’s possible to find pathways around the area more confidently as a whole, to see the “wood” as well as the theoretical trees, and be able to react to individual models more critically and constructively.The Classic Edition of this core text will be essential reading for undergraduate and graduate students of cognitive development.

Hypothetical thought involves the imagination of possibilities and the exploration of their consequences by a process of mental simulation. In this Classic Edition, Jonathan St B. T. Evans presents his pioneering hypothetical thinking theory; an integrated theoretical account of a wide range of psychological studies on hypothesis testing, reasoning, judgement and decision making.Hypothetical thinking theory is built on three key principles and implemented in a version of Evans' well-known heuristic–analytic theory of reasoning. The central claim of this book is that this theory can provide an integrated account of apparently diverse phenomena including confirmation bias in hypothesis testing, acceptance of fallacies in deductive reasoning, belief biases in reasoning and judgement, biases of statistical judgement and numerous characteristic findings in the study of decision making. Featuring a reflective and insightful new introduction to the book, this Classic Edition discusses contemporary theory on cognitive biases, human rationality and dual-process theories of higher cognition. It will be of great interest to researchers, post graduates as well as advanced undergraduate students.

Hypothetical thought involves the imagination of possibilities and the exploration of their consequences by a process of mental simulation. In this Classic Edition, Jonathan St B. T. Evans presents his pioneering hypothetical thinking theory; an integrated theoretical account of a wide range of psychological studies on hypothesis testing, reasoning, judgement and decision making.Hypothetical thinking theory is built on three key principles and implemented in a version of Evans' well-known heuristic–analytic theory of reasoning. The central claim of this book is that this theory can provide an integrated account of apparently diverse phenomena including confirmation bias in hypothesis testing, acceptance of fallacies in deductive reasoning, belief biases in reasoning and judgement, biases of statistical judgement and numerous characteristic findings in the study of decision making. Featuring a reflective and insightful new introduction to the book, this Classic Edition discusses contemporary theory on cognitive biases, human rationality and dual-process theories of higher cognition. It will be of great interest to researchers, post graduates as well as advanced undergraduate students.

The Classic Edition of this key text highlights seminal work done in the subject of learning by modeling and offers an extensive review of the major theories, edited by one of the most influential psychologists of his generation. In his introductory essay, Bandura identifies the most important controversial issues in the field of observational learning and reviews a large body of research findings, before carefully chosen articles, written by a team of expert contributors, tackle a range of key debates in the field. Topics explored include the role of reinforcement play in observational learning, the scope of modeling influences, the types of people most susceptible to modeling influences, and the relative effectiveness of models presented in live action, in pictorial presentations, or through verbal description. Written in a lively and engaging manner, this book will be of interest to all psychology students interested in psychological modeling, as well as educators and professionals working with children.

The Classic Edition of this key text highlights seminal work done in the subject of learning by modeling and offers an extensive review of the major theories, edited by one of the most influential psychologists of his generation. In his introductory essay, Bandura identifies the most important controversial issues in the field of observational learning and reviews a large body of research findings, before carefully chosen articles, written by a team of expert contributors, tackle a range of key debates in the field. Topics explored include the role of reinforcement play in observational learning, the scope of modeling influences, the types of people most susceptible to modeling influences, and the relative effectiveness of models presented in live action, in pictorial presentations, or through verbal description. Written in a lively and engaging manner, this book will be of interest to all psychology students interested in psychological modeling, as well as educators and professionals working with children.

This classic edition includes a new foreword by former APA President Antonio E. Puente which primes the reader for a unique, bold and lively account of the history of psychology that remains relevant and useful to this day. This text surveys core areas in the history of psychology, covering the history of applied, developmental, clinical, cognitive and experimental psychology. O’Boyle writes in the "historical present," which gives readers a sense of immediacy and aliveness as they journey through history. Her account uses imaginative new features, including "The Times," which gives readers a feel for what everyday life was like during the age discussed in the chapter. Descriptions of ordinary life, as well as information about important issues influencing people’s lives such as wars, social movements, famines, and plagues will pique student interest. "Stop and Think" questions, scattered throughout, enhance retention and encourage critical thinking.This book continues to provide a creative, distinct, and valuable contribution to the field, and is an essential read for undergraduate students undertaking courses in the history of psychology and history of science, history and systems of psychology, and introductory psychology.

This classic edition includes a new foreword by former APA President Antonio E. Puente which primes the reader for a unique, bold and lively account of the history of psychology that remains relevant and useful to this day. This text surveys core areas in the history of psychology, covering the history of applied, developmental, clinical, cognitive and experimental psychology. O’Boyle writes in the "historical present," which gives readers a sense of immediacy and aliveness as they journey through history. Her account uses imaginative new features, including "The Times," which gives readers a feel for what everyday life was like during the age discussed in the chapter. Descriptions of ordinary life, as well as information about important issues influencing people’s lives such as wars, social movements, famines, and plagues will pique student interest. "Stop and Think" questions, scattered throughout, enhance retention and encourage critical thinking.This book continues to provide a creative, distinct, and valuable contribution to the field, and is an essential read for undergraduate students undertaking courses in the history of psychology and history of science, history and systems of psychology, and introductory psychology.

This is a classic edition of Hugh Wagner’s influential overview of the biopsychological underpinnings of human motivation. It includes a new foreword written by Michael Richter who reflects on Wagner’s 20 years of teaching, writing and research in the field of biopsychology and promises an engaging, succinct and accessible introductory text that remains relevant and useful to students today. The Psychobiology of Human Motivation explores what directs our behaviour, from basic physiological needs like hunger and thirst to more complex aspects of social behaviour like altruism. Wagner explores the limits of biological explanations and shows how humans can influence ‘basic’ physiological drives in order to adapt to a complex social environment.An accessible, engaging resource strengthened by many applied examples, Wagner’s text continues to be integral reading for undergraduate students seeking a solid introduction to the psychology of human motivation across the social and behavioural sciences.

This is a classic edition of Hugh Wagner’s influential overview of the biopsychological underpinnings of human motivation. It includes a new foreword written by Michael Richter who reflects on Wagner’s 20 years of teaching, writing and research in the field of biopsychology and promises an engaging, succinct and accessible introductory text that remains relevant and useful to students today. The Psychobiology of Human Motivation explores what directs our behaviour, from basic physiological needs like hunger and thirst to more complex aspects of social behaviour like altruism. Wagner explores the limits of biological explanations and shows how humans can influence ‘basic’ physiological drives in order to adapt to a complex social environment.An accessible, engaging resource strengthened by many applied examples, Wagner’s text continues to be integral reading for undergraduate students seeking a solid introduction to the psychology of human motivation across the social and behavioural sciences.

The Classic Edition of Dolph Kohnstamm’s Jean Piaget, Children and the Class-Inclusion Problem, first published in 1967, includes a new introduction by the author, describing for readers the original context for his work, how the field has moved forward and the ongoing relevance of this volume. This enduring text offers a critical study of a cornerstone of Piaget’s theory that a child's ability to solve problems of class-inclusion marks the beginning of the period of concrete (logical) operations at about 7 or 8 years of age. Kohnstamm's experiments show, however, that, with a teaching method that provokes children’s authentic logical thinking processes, most children of 5 can already learn to solve a variety of class-inclusion problems, up to a level where they can even invent similar but new problems themselves. These results question the basic assumption of Piaget's theory that logical operations can only develop in firmly connected groupings of operations. Kohnstamm argues that experimenters must, therefore, show that children who come to master one kind of operation should also show transference to other operations of the same grouping. This insightful volume questions the real existence in brain functioning of Piaget’s families of logical operations. No experimental proof of such families has ever been demonstrated, and thus is solely an assumption in Piaget’s theory.This challenge to Piaget's theory is an invaluable resource for students and scholars of cognitive, developmental and educational psychology.

The Classic Edition of Dolph Kohnstamm’s Jean Piaget, Children and the Class-Inclusion Problem, first published in 1967, includes a new introduction by the author, describing for readers the original context for his work, how the field has moved forward and the ongoing relevance of this volume. This enduring text offers a critical study of a cornerstone of Piaget’s theory that a child's ability to solve problems of class-inclusion marks the beginning of the period of concrete (logical) operations at about 7 or 8 years of age. Kohnstamm's experiments show, however, that, with a teaching method that provokes children’s authentic logical thinking processes, most children of 5 can already learn to solve a variety of class-inclusion problems, up to a level where they can even invent similar but new problems themselves. These results question the basic assumption of Piaget's theory that logical operations can only develop in firmly connected groupings of operations. Kohnstamm argues that experimenters must, therefore, show that children who come to master one kind of operation should also show transference to other operations of the same grouping. This insightful volume questions the real existence in brain functioning of Piaget’s families of logical operations. No experimental proof of such families has ever been demonstrated, and thus is solely an assumption in Piaget’s theory.This challenge to Piaget's theory is an invaluable resource for students and scholars of cognitive, developmental and educational psychology.

The Classic Edition of this foundational text includes a new preface from Miguel Pérez-Pereira, examining how the field has developed since first publication. The volume provides an in-depth account of blind children's developing communicative abilities, with particular emphasis on social cognition and language acquisition from infancy to early school age. It provides insights into why the development of blind children may differ from that of sighted children and explores development of "theory of mind" and perspective taking in language learning. It also discusses the caregiver–child interaction, research on early intervention and practical strategies for blind children that can assist parents and practitioners. The up-to-date preface discusses recent neurological research and the comparison between the psychological development of visually impaired and autistic children. Language Development and Social Interaction in Blind Children continues to facilitate dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind, and challenges some widely held beliefs about the development of communication in blind children.

The Classic Edition of this foundational text includes a new preface from Miguel Pérez-Pereira, examining how the field has developed since first publication. The volume provides an in-depth account of blind children's developing communicative abilities, with particular emphasis on social cognition and language acquisition from infancy to early school age. It provides insights into why the development of blind children may differ from that of sighted children and explores development of "theory of mind" and perspective taking in language learning. It also discusses the caregiver–child interaction, research on early intervention and practical strategies for blind children that can assist parents and practitioners. The up-to-date preface discusses recent neurological research and the comparison between the psychological development of visually impaired and autistic children. Language Development and Social Interaction in Blind Children continues to facilitate dialogue between those interested in the study of typically developing children and those interested in the development of children who are blind, and challenges some widely held beliefs about the development of communication in blind children.

The Classic Edition of this foundational text includes a new preface from Holly A. Tuokko, examining how the field of Mild Cognitive Impairment (MCI) has developed since first publication. Bringing together research from multiple studies and perspectives from various countries, the volume identifies MCI as an important clinical transition between normal aging and the early stages of Alzheimer's disease (AD).The up-to-date preface highlights the expansion in research, examining the benefits of various pharmacological, cognitive and behavioral approaches to intervention. Influenced by recent findings in neuroplasticity across the lifespan, the book recognizes the importance of intervention at the earliest stages of the decline trajectory. It revisits the contested diagnostic approaches for MCI as well as the varying prevalence of MCI internationally, yet points to the need for further longitudinal studies to fully understand the condition.Mild Cognitive Impairment continues to provide a comprehensive resource for clinicians, researchers and students involved in the study, diagnosis, treatment and rehabilitation of people with MCI.

The Classic Edition of this foundational text includes a new preface from Holly A. Tuokko, examining how the field of Mild Cognitive Impairment (MCI) has developed since first publication. Bringing together research from multiple studies and perspectives from various countries, the volume identifies MCI as an important clinical transition between normal aging and the early stages of Alzheimer's disease (AD).The up-to-date preface highlights the expansion in research, examining the benefits of various pharmacological, cognitive and behavioral approaches to intervention. Influenced by recent findings in neuroplasticity across the lifespan, the book recognizes the importance of intervention at the earliest stages of the decline trajectory. It revisits the contested diagnostic approaches for MCI as well as the varying prevalence of MCI internationally, yet points to the need for further longitudinal studies to fully understand the condition.Mild Cognitive Impairment continues to provide a comprehensive resource for clinicians, researchers and students involved in the study, diagnosis, treatment and rehabilitation of people with MCI.

In textbooks and courses in statistics, substantive and measurement issues are rarely, if at all, considered. Similarly, textbooks and courses in measurement virtually ignore design and analytic questions, and research design textbooks and courses pay little attention to analytic and measurement issues. This fragmentary approach fosters a lack of appreciation of the interrelations and interdependencies among the various aspects of the research endeavor. Pedhazur and Schmelkin's goal is to help readers become proficient in these aspects of research and their interrelationships, and to use that information in a more integrated manner. The authors offer extensive commentaries on inputs and outputs of computer programs in the context of the topics presented. Both the organization of the book and the style of presentation allow for much flexibility in choice, sequence, and degree of sophistication with which topics are dealt.

This classic edition of the Handbook of Operant Behavior presents seminal work in the field of learning and behavior, foreshadowing a new direction for learning research, and presenting many questions that remain unanswered. Featuring impressive contributions from leading figures across the field—ranging from N. J. Mackintosh from what was to become the cognitive school through Morse, Kelleher, Hutchinson, and Hineline on the neglected topic of aversive control to Blough and Blough on psychophysics to Philip Teitelbaum on behavioral physiology—the book is a must-read for anyone interested in human and animal learning.In a newly written introduction, J. E. R. Staddon highlights several issues that deserve more attention: how language is learned and syntax evolves, how animals choose, and a new paradigm for the study of learning in general. The book is essential reading for all students and researchers of learning and behavior, and aims to encourage researchers to revisit some of the fascinating behavioral questions raised by the original book.

This classic edition of the Handbook of Operant Behavior presents seminal work in the field of learning and behavior, foreshadowing a new direction for learning research, and presenting many questions that remain unanswered. Featuring impressive contributions from leading figures across the field—ranging from N. J. Mackintosh from what was to become the cognitive school through Morse, Kelleher, Hutchinson, and Hineline on the neglected topic of aversive control to Blough and Blough on psychophysics to Philip Teitelbaum on behavioral physiology—the book is a must-read for anyone interested in human and animal learning.In a newly written introduction, J. E. R. Staddon highlights several issues that deserve more attention: how language is learned and syntax evolves, how animals choose, and a new paradigm for the study of learning in general. The book is essential reading for all students and researchers of learning and behavior, and aims to encourage researchers to revisit some of the fascinating behavioral questions raised by the original book.

The Classic Edition of Heidi Keller’s Cultures of Infancy, first published in 2007, includes a new introduction by the author, which describes for readers the original context of her work, how she has further developed her research and thinking, and the ongoing relevance of this volume in the context of future challenges for the field.In its original volume, Cultures of Infancy presented the first systematic analysis of culturally informed developmental pathways, synthesizing evolutionary and cultural psychological perspectives for a broader understanding of human development. In this compelling book, Heidi Keller utilizes ethnographic reports, as well as quantitative and qualitative analyses, to illustrate how humans resolve universal developmental tasks in particular sociodemographic contexts. These contexts are represented in cultural models, with three distinct models addressed throughout the text: the model of independence with autonomy as developmental organizer; the model of interdependence with relatedness as the developmental organizer; and the model of autonomous relatedness representing particular mixtures of autonomy and relatedness. The book offers an empirical examination of the first integrative developmental task during the early months of life—relationship formation. Keller shows that early parenting experiences shape the basic foundation of the self within particular models of parenting that are influenced by culturally informed socialization goals. With distinct patterns of results that the studies have revealed, Cultures of Infancy helps redefine developmental psychology as part of a culturally informed science based on evolutionary groundwork. Scholars interested in a broad perspective on human development and culture will benefit from this pioneering volume.

The Classic Edition of Heidi Keller’s Cultures of Infancy, first published in 2007, includes a new introduction by the author, which describes for readers the original context of her work, how she has further developed her research and thinking, and the ongoing relevance of this volume in the context of future challenges for the field.In its original volume, Cultures of Infancy presented the first systematic analysis of culturally informed developmental pathways, synthesizing evolutionary and cultural psychological perspectives for a broader understanding of human development. In this compelling book, Heidi Keller utilizes ethnographic reports, as well as quantitative and qualitative analyses, to illustrate how humans resolve universal developmental tasks in particular sociodemographic contexts. These contexts are represented in cultural models, with three distinct models addressed throughout the text: the model of independence with autonomy as developmental organizer; the model of interdependence with relatedness as the developmental organizer; and the model of autonomous relatedness representing particular mixtures of autonomy and relatedness. The book offers an empirical examination of the first integrative developmental task during the early months of life—relationship formation. Keller shows that early parenting experiences shape the basic foundation of the self within particular models of parenting that are influenced by culturally informed socialization goals. With distinct patterns of results that the studies have revealed, Cultures of Infancy helps redefine developmental psychology as part of a culturally informed science based on evolutionary groundwork. Scholars interested in a broad perspective on human development and culture will benefit from this pioneering volume.

The Classic Edition of 'Immigrant Youth in Cultural Transition', first published in 2006, includes a new introduction by the editors, describing the ongoing relevance of this volume in the context of future challenges for this vital field of study. It emphasizes the importance of continued actions and policies to improve the quality of interactions between multiple ethno-cultural groups, and highlights how these issues have developed the field of cross-cultural psychology.In the original text, an international team of psychologists with interests in acculturation, identity, and development describes the experience and adaptation of immigrant youth, using data from over 7,000 immigrant youth from diverse cultural backgrounds and national youth living in 13 countries of settlement. They explore the way in which immigrant adolescents carry out their lives at the intersection of two cultures (those of their heritage group and the national society), and how well these youth are adapting to their intercultural experience. It explores four distinct patterns followed by youth during their acculturation: *an integration pattern, in which youth orient themselves to, and identify with both cultures; *an ethnic pattern, in which youth are oriented mainly to their own group; *a national pattern, in which youth look primarily to the national society; and *a diffuse pattern, in which youth are uncertain and confused about how to live interculturally. The study shows the variation in both the psychological adaptation and the sociocultural adaptation among youth, with most adapting well.This Classic Edition continues to be highly valuable reading for researchers, graduate students, and public policy makers who have an interest in public health, psychology, anthropology, sociology, demography, education, and psychiatry.

The Classic Edition of 'Immigrant Youth in Cultural Transition', first published in 2006, includes a new introduction by the editors, describing the ongoing relevance of this volume in the context of future challenges for this vital field of study. It emphasizes the importance of continued actions and policies to improve the quality of interactions between multiple ethno-cultural groups, and highlights how these issues have developed the field of cross-cultural psychology.In the original text, an international team of psychologists with interests in acculturation, identity, and development describes the experience and adaptation of immigrant youth, using data from over 7,000 immigrant youth from diverse cultural backgrounds and national youth living in 13 countries of settlement. They explore the way in which immigrant adolescents carry out their lives at the intersection of two cultures (those of their heritage group and the national society), and how well these youth are adapting to their intercultural experience. It explores four distinct patterns followed by youth during their acculturation: *an integration pattern, in which youth orient themselves to, and identify with both cultures; *an ethnic pattern, in which youth are oriented mainly to their own group; *a national pattern, in which youth look primarily to the national society; and *a diffuse pattern, in which youth are uncertain and confused about how to live interculturally. The study shows the variation in both the psychological adaptation and the sociocultural adaptation among youth, with most adapting well.This Classic Edition continues to be highly valuable reading for researchers, graduate students, and public policy makers who have an interest in public health, psychology, anthropology, sociology, demography, education, and psychiatry.

The First Edition of The Thin Woman, first published in 1998, provides an in-depth discussion of anorexia nervosa from a critical feminist social psychological standpoint.In the original text, the author argues that the notion of 'anorexia' as a medical condition limits our understanding of anorexia and the extent to which we can explore it as a socially and discursively produced problem. The book now has a new introduction that discusses some of the major cultural and academic developments that have occurred since its first publication. In considering our changing cultural landscapes, the introduction goes on to discuss the so-called ‘obesity crisis’; the emergence of post-feminism; the massive global expansion of digital and social media and, most recently, the Covid-19 pandemic. Turning to academic developments, it focuses on the increasing recognition of intersectional feminism and reflects on how intersectional perspectives are now beginning to shape critical feminist research and theory in this field. The new introduction also highlights the significant growth in the last 25 years of critical feminist research on eating disorders, which has brought with it a greater awareness of intersectional theory and a more inclusive agenda; an expansion of research foci; a diversification of methodologies and the emergence of more egalitarian models of research in which those with lived experience of eating disorders are becoming valued research team members who help to shape research aims, designs and processes.Based on original research using historical and contemporary literature on anorexia nervosa and a series of interviews with women who identified as ‘anorexic’, this book offers critical insights into this problem. It is an invaluable read for anyone interested in eating disorders and gender, developments in feminist post-structuralist theory and discourse analytic research in psychology.

The Classic Edition of Promoting Positive Parenting illuminates the widespread success of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD), now used in many countries, offering thousands of families the support they need to thrive.A new preface from the authors reflects on the original research and development of the program, considers its effectiveness, and outlines future aims to broaden implementation and test new modalities. The original volume offers a new generation of students and professionals an introduction to the brief and focused parenting intervention program that has been successful in a variety of clinical and nonclinical groups and cultures. It offers detailed descriptions and case reports of studies with the program, describes the implementation and testing of VIPP-based interventions in a variety of family and childcare settings, and in various countries including the Netherlands, Italy, the United Kingdom, and the United States. It details the successful implementation of the program in samples of insecure mothers, mothers with eating disorders, preterm infants, adopted children, children suffering from dermatitis, and children with early externalizing behavior problems.The Classic Edition of Promoting Positive Parenting is for all those concerned with family support and parenting interventions in the fields of developmental and clinical psychology, human development and family studies, psychiatry, social work, public health and nursing, and early childhood education.

The Classic Edition of Promoting Positive Parenting illuminates the widespread success of the Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD), now used in many countries, offering thousands of families the support they need to thrive.A new preface from the authors reflects on the original research and development of the program, considers its effectiveness, and outlines future aims to broaden implementation and test new modalities. The original volume offers a new generation of students and professionals an introduction to the brief and focused parenting intervention program that has been successful in a variety of clinical and nonclinical groups and cultures. It offers detailed descriptions and case reports of studies with the program, describes the implementation and testing of VIPP-based interventions in a variety of family and childcare settings, and in various countries including the Netherlands, Italy, the United Kingdom, and the United States. It details the successful implementation of the program in samples of insecure mothers, mothers with eating disorders, preterm infants, adopted children, children suffering from dermatitis, and children with early externalizing behavior problems.The Classic Edition of Promoting Positive Parenting is for all those concerned with family support and parenting interventions in the fields of developmental and clinical psychology, human development and family studies, psychiatry, social work, public health and nursing, and early childhood education.

The First Edition of The Thin Woman, first published in 1998, provides an in-depth discussion of anorexia nervosa from a critical feminist social psychological standpoint.In the original text, the author argues that the notion of 'anorexia' as a medical condition limits our understanding of anorexia and the extent to which we can explore it as a socially and discursively produced problem. The book now has a new introduction that discusses some of the major cultural and academic developments that have occurred since its first publication. In considering our changing cultural landscapes, the introduction goes on to discuss the so-called ‘obesity crisis’; the emergence of post-feminism; the massive global expansion of digital and social media and, most recently, the Covid-19 pandemic. Turning to academic developments, it focuses on the increasing recognition of intersectional feminism and reflects on how intersectional perspectives are now beginning to shape critical feminist research and theory in this field. The new introduction also highlights the significant growth in the last 25 years of critical feminist research on eating disorders, which has brought with it a greater awareness of intersectional theory and a more inclusive agenda; an expansion of research foci; a diversification of methodologies and the emergence of more egalitarian models of research in which those with lived experience of eating disorders are becoming valued research team members who help to shape research aims, designs and processes.Based on original research using historical and contemporary literature on anorexia nervosa and a series of interviews with women who identified as ‘anorexic’, this book offers critical insights into this problem. It is an invaluable read for anyone interested in eating disorders and gender, developments in feminist post-structuralist theory and discourse analytic research in psychology.