It also stresses the importance of ethics in research and taking the time to properly design and think through any research endeavor.

    Every time we experience loss—a personal or national one—we hear them recited: denial, anger, bargaining, depression, and acceptance. The stages are invoked to explain everything from how we will recover from the death of a loved one to a sudden environmental catastrophe or to the trading away of a basketball star. But the stunning fact is that there is no validity to the stages that were proposed by psychiatrist Elisabeth Kübler-Ross more than forty years ago. In The Truth About Grief, Ruth Davis Konigsberg shows how the five stages were based on no science but nonetheless became national myth. She explains that current research paints a completely different picture of how we actually grieve. It turns out people are pretty well programmed to get over loss. Grieving should not be a strictly regimented process, she argues; nor is the best remedy for pain always to examine it or express it at great length. The strength of Konigsberg’s message is its liberating force: there is no manual to grieving; you can do it freestyle. In the course of clarifying our picture of grief, Konigsberg tells its history, revealing how social and cultural forces have shaped our approach to loss from the Gettysburg Address through 9/11. She examines how the American version of grief has spread to the rest of the world and contrasts it with the interpretations of other cultures—like the Chinese, who focus more on their bond with the deceased than on the emotional impact of bereavement. Konigsberg also offers a close look at Kübler-Ross herself: who she borrowed from to come up with her theory, and how she went from being a pioneering psychiatrist to a New Age healer who sought the guidance of two spirits named Salem and Pedro and declared that death did not exist. Deeply researched and provocative, The Truth About Grief draws on history, culture, and science to upend our country’s most entrenched beliefs about its most common experience.

    We've learned that full recovery is not only possible, but may actually be the most common outcome given the right conditions. Furthermore, Dr. Paris Williams' own groundbreaking research, as mentioned in the New York Times, has shown that recovery often entails a profound positive transformation. In Rethinking Madness, Dr. Williams takes the reader step by step on a highly engaging journey of discovery, exploring how the mainstream understanding of schizophrenia has become so profoundly misguided, while crafting a much more accurate and hopeful vision. As this vision unfolds, we discover a deeper sense of appreciation for the profound wisdom and resilience that lies within our beings while also coming to the unsettling realization of just how thin the boundary is between so called madness and so called sanity.

    A full bibliography is included.

     into their ideal job   Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration.   Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success.  They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options.   Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers.   Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including:   -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right  The Professor Is In addresses all of these issues, and many more.

    Bullying, once thought of as the province of queen bees and goons, has taken on new, complex, and insidious forms, as parents and educators know all too well. No writer is better poised to explore this territory than Emily Bazelon, who has established herself as a leading voice on the social and legal aspects of teenage drama. In Sticks and Stones, she brings readers on a deeply researched, clear-eyed journey into the ever-shifting landscape of teenage meanness and its sometimes devastating consequences. The result is an indispensable book that takes us from school cafeterias to courtrooms to the offices of Facebook, the website where so much teenage life, good and bad, now unfolds. Along the way, Bazelon defines what bullying is and, just as important, what it is not. She explores when intervention is essential and when kids should be given the freedom to fend for themselves. She also dispels persistent myths: that girls bully more than boys, that online and in-person bullying are entirely distinct, that bullying is a common cause of suicide, and that harsh criminal penalties are an effective deterrent. Above all, she believes that to deal with the problem, we must first understand it. Blending keen journalistic and narrative skills, Bazelon explores different facets of bullying through the stories of three young people who found themselves caught in the thick of it. Thirteen-year-old Monique endured months of harassment and exclusion before her mother finally pulled her out of school. Jacob was threatened and physically attacked over his sexuality in eighth grade—and then sued to protect himself and change the culture of his school. Flannery was one of six teens who faced criminal charges after a fellow student’s suicide was blamed on bullying and made international headlines. With grace and authority, Bazelon chronicles how these kids’ predicaments escalated, to no one’s benefit, into community-wide wars. Cutting through the noise, misinformation, and sensationalism, she takes us into schools that have succeeded in reducing bullying and examines their successful strategies. The result is a groundbreaking book that will help parents, educators, and teens themselves better understand what kids are going through today and what can be done to help them through it.Praise for Sticks and Stones “Intelligent, rigorous . . . [Emily Bazelon] is a compassionate champion for justice in the domain of childhood’s essential unfairness.”—Andrew Solomon, The New York Times Book Review   “[Bazelon] does not stint on the psychological literature, but the result never feels dense with studies; it’s immersive storytelling with a sturdy base of science underneath, and draws its authority and power from both.”—New York   “A humane and closely reported exploration of the way that hurtful power relationships play out in the contemporary public-school setting . . . As a parent herself, [Bazelon] brings clear, kind analysis to complex and upsetting circumstances.”—The Wall Street Journal   “Bullying isn’t new. But our attempts to respond to it are, as Bazelon explains in her richly detailed, thought-provoking book. . . . Comprehensive in her reporting and balanced in her conclusions, Bazelon extracts from these stories useful lessons for young people, parents and principals alike.” —The Washington Post

    The text progresses from a micro- to macro-level of analysis, focusing first on such problems as illness and health care, drugs and alcohol, and family problems and then broadening to the larger issues of poverty and inequality, population growth, environmental problems, and conflict around the world. The social problem in each chapter is framed in a global as well as U.S. context. In every chapter, the three major theoretical perspectives are applied to the social problem under discussion, and the consequences of the problem, as well as alternative solutions, are explored. Pedagogical features such as The Human Side and Self and Society enable students to grasp how social problems affect the lives of individuals and apply their understanding of social problems to their own lives.

    Physical fundamentals of intensive ultrasound effects are covered, and detailed discussions are presented on the engineering principles of equipment and material design for the practical use of ultrasound in the refining of melts, crystallization of ingots and molds, pulverization, plating, pressure working of metals, surface strengthening, and other processes.

    He writes with conversational ease and emotional insight, drawing on contemporary politics, literature, film, and his knowledge of American history.

    His students, some of the nation’s brightest minds, were adrift when it came to the big questions: how to think critically and creatively, and how to find a sense of purpose.Excellent Sheep takes a sharp look at the high-pressure conveyor belt that begins with parents and counselors who demand perfect grades and culminates in the skewed applications Deresiewicz saw firsthand as a member of Yale’s admissions committee. As schools shift focus from the humanities to "practical" subjects like economics and computer science, students are losing the ability to think in innovative ways. Deresiewicz explains how college should be a time for self-discovery, when students can establish their own values and measures of success, so they can forge their own path. He addresses parents, students, educators, and anyone who's interested in the direction of American society, featuring quotes from real students and graduates he has corresponded with over the years, candidly exposing where the system is broken and clearly presenting solutions.

    Or the blissful abandon of a golden retriever racing with glee across a lawn. This is the joy of play. By definition, play is purposeless and all-consuming. And, most important, it’s fun. As we become adults, taking time to play feels like a guilty pleasure—a distraction from “real” work and life. But as Dr. Stuart Brown illustrates, play is anything but trivial. It is a biological drive as integral to our health as sleep or nutrition. In fact, our ability to play throughout life is the single most important factor in determining our success and happiness. Dr. Brown has spent his career studying animal behavior and conducting more than six thousand “play histories” of humans from all walks of life—from serial murderers to Nobel Prize winners. Backed by the latest research, Play explains why play is essential to our social skills, adaptability, intelligence, creativity, ability to problem solve, and more. Play is hardwired into our brains—it is the mechanism by which we become resilient, smart, and adaptable people. Beyond play’s role in our personal fulfillment, its benefits have profound implications for child development and the way we parent, education and social policy, business innovation, productivity, and even the future of our society. From new research suggesting the direct role of three-dimensional-object play in shaping our brains to animal studies showing the startling effects of the lack of play, Brown provides a sweeping look at the latest breakthroughs in our understanding of the importance of this behavior. A fascinating blend of cutting-edge neuroscience, biology, psychology, social science, and inspiring human stories of the transformative power of play, this book proves why play just might be the most important work we can ever do.

    His groundbreaking work explores India's sexual fantasies and ideals, the "unlit stage of desire where so much of our inner theater takes place."Kakar's sources are primarily textual, celebrating the primacy of the story in Indian life. He practices a cultural psychology that distills the psyches of individuals from the literary products and social institutions of Indian culture. These include examples of lurid contemporary Hindi novels; folktales; Sanskrit, Tamil, and Hindi proverbs; hits of the Indian cinema; Gandhi's autobiography; interviews with women from the slums of Delhi; and case studies from his own psychoanalytic practice. His attentive readings of these varied narratives from a vivid portrait of sexual fantasies and realities, reflecting the universality of sexuality as well as cultural nuances specific to India.Moving from genre to genre, Kakar offers a brilliant reading of verses from the Laws of Manu, the original source of Hindu religious laws, to uncover their psychological foundations—male terror of the female sexual appetite that shields itself by idealizing women's maternal role. Kakar also examines the psychosexual history of Gandhi at length, though his near-lifelong celibacy makes him an atypical subject. Gandhi's story is universal, Kakar says, because "we all wage war on our wants."In India's lore and tradition, complex symbols abound—snakes that take the shape of sensual women or handsome men, celibates sleep with naked women, gods rape their daughters, and a goddess fries a king in oil. With the analyst's "third ear," Kakar listens, decodes, and translates the psychological longings that find expression in Indian sexual relations.

    Carefully updated, it helps both students and clinicians visualize DSM-IV-TR disorders through the use of clinical vignettes. Each is followed by a discussion of the DSM-IV-TR differential diagnosis.The DSM-IV-TR(R) Casebook is highly recommended for clinicians to help them develop a deeper comprehension of all diagnostic categories.

    Like still-born children, they appear but for a moment, to disappear at once. I had been enabled to discover in genius various characters of degeneration which are the foundation and the sign of nearly all forms of congenital mental abnormality, but the exaggerated extension which was at that time given to theories of degeneration, and still more the vague and inexact character of that conception, had repelled me; so that I accepted the facts, but not their ultimate consequences. How, in fact, can one suppress a feeling of horror at the thought of associating with idiots and criminals those individuals who represent the highest manifestations of the human spirit?

    We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schooling—and life—as a series of hoops to struggle through.In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth.To foster children who will thrive in today’s constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn better—and at lower cost than the traditional model of coercive schooling.A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it’s time to stop asking what’s wrong with our children, and start asking what’s wrong with the system. It shows how we can act—both as parents and as members of society—to improve children’s lives and promote their happiness and learning.