This chapter assists the reader in identifying their specific High-Risk situations (situations which put them at risk of pulling or picking). In addition to identifying these trigger environments, they also explore why they engage in their BFRB. Antecedents, Behaviors, and Consequences in these specific contexts are explored to help them understand the function that their BFRB serves in their life. With this understanding, they then are able to consider some alternate ways to get these needs met. Readers also identify some possible emotional and cognitive barriers that may get in the way of achieving their goals. Finally, the concept of relapse prevention is introduced to the reader, laying the groundwork for future struggles with adherence to the plan and, hopefully, avoiding a relapse.

This book is a scientific discussion of tip-of-the-tongue (TOT) states. First, the TOT state is a subjective experience – a feeling. Second, the feeling is about retrieval. The TOT state is a feeling that we can or will remember something. Brown and McNeill (1966) introduced the term “prospecting” into the language of TOT state research, which meant presenting rare-word definitions to participants and asking them to identify the word for each, and when unable to do so, assessing if they were in a TOT state for it. Brown and McNeill showed that TOTs can be captured in the lab, and that TOTs are accurate at predicting later memory performance. They set the stage for the next fifty-plus years of research on TOTs. Subsequent models focused on both how retrieval breaks down during a TOT state and what causes the subjective experience of a TOT state.

Introduction to ECT

Introduces and elaborates a distinction between the ‘classic’ and ‘romantic’ perspectives. Contextualises the terms using Goethe’s idea of ‘world literature’. Draws out qualities such as the ‘Olympian detachment’ of the classic perspective and the temporality, self-awareness and will to action of the romantic perspective with right and left political hues. Explores prototypes both in and out of psychiatry and outlines how the perspectives will be used in the book.

This chapter introduces the transformative power of music through the inspiring story of Michael, a young man with epilepsy and mutism who experienced remarkable progress through music therapy. It highlights the growing body of research on music’s therapeutic effects, while acknowledging the challenges of studying music’s impact in a rigorous scientific manner. The author emphasizes the importance of integrating music therapy into healthcare, advocating for policy changes to increase access for those in need. This chapter sets the stage for exploring the multifaceted ways music can enhance our health and well-being, drawing on insights from neuroscience, psychology, medicine, and musicology. It invites readers on a journey to discover the extraordinary potential of music to heal, inspire, and transform lives.

The chapter lays out the motivation for this particular study on discovery through reference to the cross-disciplinary nature of this inquiry and its potential for deepening our understanding of how new knowledge is generated beyond a focus on single or allied disciplines. Classical studies on discovery are acknowledged, and their contributions to the subject are described in appreciation. However, what happens when discovery is pursued across disciplines from the social, natural, and biomedical sciences?

Examines the concept of hoarding, what it is and how some animals and most people have a tendency to collect items beyond their immediate requirements. The distinction is made between a hoard and a collection. The types of items which are hoarded are discussed along with a description of animal hoarding.

Social aspects of hoarding. We address the stigma of hoarding and how this can be treated by society, along with discussion of the shame and humiliation which prevents many people with hoarding problems from seeking help. This stigma can be reinforced by “helping” agencies who may view it as a “lifestyle choice” rather than a condition which requires help. Then looking at the role the media has played in perpetuating the myth that hoarders should be able to deal with it themselves.

Hoarding is a symptom rather than a distinct diagnosis and may be found in many conditions but there is a specific condition with characteristic features known as Hoarding Disorder. Some possible causes of hoarding are then described followed by a more detailed examination of the diagnosis of Hoarding Disorder

Finally, the chapter examines t what age hoarding arises and introduces the idea of hoarding in childhood.

Addiction is a highly prevalent brain disease. It is a major cause of many secondary forms of medical illness and accidents, and it is a leading root cause of death. The disease attacks the circuits of the brain that govern motivational learning and control. It is defined by increasingly compulsive drug seeking and use, despite the accumulation of negative medical, social, and psychiatric consequences. Because the disease also impacts brain systems governing the exercise of free-will, decision-making, and insight, it is often judged, criminalized, and stigmatized, which are countertherapeutic social responses to the disease. Addiction psychiatry is a field of psychiatry that is uniquely trained to treat the entire spectrum of addictions and mental illness, especially for mainstream dual-diagnosis patients who suffer with combinations of these disorders. The epidemiology of addiction shows that the disease is not evenly distributed in the population. Rather, it tends to concentrate in people with genetic, developmental, and environmental risk factors, many of which overlap with those that also produce mental illness. Advances and growth in addiction psychiatry training, research, and clinical care hold tremendous potential for ending mass incarceration and rendering the healthcare system more efficacious and cost-effective.

In Chapter 1, I explain how the book can be read and used in a nonlinear fashion, providing affordances for further exploration, comparable to the way the book approaches the creation and experience of works of art. The chapter proceeds to present a detailed advance organizer in the form of a point-by-point overview of the main messages and ideas of this book, providing a framework for the way the book can be read and used.

This chapter reviews information about the demographic and democratic imperatives prompting K-16 educators to reconsider what they do not know about their students’ cultural backgrounds in urban schools and minority serving institutions (MSIs). It highlights the connection between the student–teacher racial mismatch characterizing K-16 contexts in the United States and a coexistent cultural mismatch. It makes an argument that these demographic characteristics present a human capital challenge that ultimately diminishes teacher effectiveness at learning across cultural differences between themselves and their students in urban schools and MSIs. It concludes by modeling this human capital challenge as a knowing–doing gap using a framework from the organizational literature.

The endless depth, emptiness, and darkness of existence are just as powerful as the fulfillment and light that come, ceaselessly, in the tides of an ocean of emotions. Each wave is familiar but entirely new, always with something to discover just beyond. They are as much me as I am it. Emotions are a unique way of knowing or experiencing the phenomenon of existence, which is based in relationships with the universe.

Doppelgänger is a term drawn from the writing of Jean Paul Richter in his novel Siebenkäs. This term is examined and discussed in this chapter. It stands for the possibility of the existence of a double of a living person and therefore raises questions about the nature of the self and of mind too. The concepts of self and mind are explored and the implications for philosophy of mind are examined. The importance of attending to the empirical literature rather than using thought experiments is emphasized.

This book is about the science and ethics of clinical research and healthcare. We provide an overview of each chapter in its three sections. The first section reviews foundational knowledge about clinical research. The second section provides background and critique on key components and issues in clinical research, ranging from how research questions are formulated, to how to find and synthesize the research that is produced. The third section comprises four case studies of widely used evaluations and treatments. These case examples are exercises in critical thinking, applying the questions and methods outlined in other sections of the book. Each chapter suggests strategies to help clinical research be more useful for clinicians and more relevant for patients.

The three initial sources of this book are a Marxist dialectical theory of concepts, an emphasis on the collective and historically evolving nature of concepts, and the turn toward everyday practical activities as legitimate arenas of thinking and conceptualizing. The resources for integrating these sources into a coherent framework come from cultural-historical activity theory and the theory of expansive learning, applied and developed in interventionist studies of various types of work and organizations, from cleaning services to hospitals and courts of law to factories and banks. In recent years, this empirical basis has been broadened to include social movements and societal change efforts championed by broad-based coalitions. The primary focus of this book is on collective creation of culturally new concepts in the wild. The starting point is the realization that culturally novel concepts are not only created by scientists but also by people struggling with persistent problems and challenges in all walks of life. We are all involved in the creation of new concepts. This has been largely omitted by scholars of concept formation. Taking this seriously means that we need to reexamine and perhaps revamp aspects of our basic understanding of concepts.

The Introduction provides a historical as well as theoretical and practical contexts for a new theory of talent development and human excellence. The nature–nurture controversy has lingered for more than a century, likely due to both inherent pro-nature and pro-nurture biases and research paradigms inherently favoring one over the other. The author of this book takes an alternative, nonreductionistic approach, focusing on developmental possibilities as well as constraints for talent achievement, treating developing persons as a source of developmental agency, capable of self-engendered changes and self-organization toward long-term goals, albeit with many hurdles to overcome and many challenges to meet. It provides an overview of the book and specifies three targeted groups of readers who may benefit from this book in their own ways.

This chapter lays out an argument for why a new approach to understanding children’s development in school is necessary. It first reviews the limitations of research with young children in Head Start programs and elementary schools serving large percentages of children in poverty within the US. These approaches are critiqued in light of findings that challenge the validity and reliability of teacher report and other commonly used measures. Issues of bias and cultural relevance in ways of defining the development of children placed at risk are discussed. Promising insights from research using alternative frames and units of analysis are then contrasted with those of large-scale studies. Finally, the rationale for focusing on collaborative competence as a key driver of development throughout childhood is elaborated. The potential of a developmental sequence of collaboration beginning with preschooler free play and leading into more complex collaborations during elementary school is proposed. Summaries of each chapter and how it contributes to this argument is provided.

An important part of human interaction is the communication of emotions. Emotions can be expressed nonverbally, via the face, the voice, touch and even smell, but also, albeit more rarely verbally, by stating how one feels. Emotion expressions signal not only internal states, but also provide information about the context of the event that elicited the emotion. Facets of the context influence the perception of emotions, and in turn emotions impact person perception. This chapter provides a general overview of the processes underlying emotion perception and person perception and how these processes may be affected as a function of aging.

Emotions and emotion regulation constitute essential constituents of parenting. This chapter assesses central features of parenting through the lens of emotions and emotion regulation. Substantive topics include relations between emotions and emotion regulation in parenting, principles of parenting and emotion regulation, parenting direct and indirect effects in emotion regulation, determinants of emotion regulation in parents (and children), and supports for parent and child emotion regulation.

Studies of agency are crucial if we are to grapple with pressing societal and environmental problems. Relevant conceptual and methodological solutions are needed to make alternative futures possible. This chapter outlines a broad position from which the subsequent contributions to this edited volume depart: one that recognises the urgency of agency and the value of cultural-historical perspectives in breaking away from problematic notions that frame agency as a matter of individuals pitted against the social, or in which individual actions lose their social contingency. Elaborating agency as a matter of struggle where individual and social are in dialectic relations, the chapter focusses on motives, mediation and motion. Within a broader and still-evolving cultural-historical framework, these motifs offer a distinctive way to deal with the challenges of conceptualising and facilitating agency, one which brings alternative futures into the realm of the possible by linking agency with learning and development.

Although there have been attempts to make relationship science more diverse and inclusive, as it stands, the external sociocultural forces that impact relationships have not been at the forefront of research. We argue that romantic relationships cannot be divorced from the sociocultural context in which they exist. This chapter reviews the literature to explain the “context problem” faced by relationship science, highlighting the importance of including intersectional, context-driven research in the field. We then provide an overview of each chapter in the volume.