Such a simple defect should be fixable, yet despite all of the resources that have been devoted to finding a pharmacological solution, depression remains stubbornly widespread. Why are we losing this fight?In this humane and illuminating challenge to defect models of depression, psychologist Jonathan Rottenberg argues that depression is a particularly severe outgrowth of our natural capacity for emotion. In other words, it is a low mood gone haywire. Drawing on recent developments in the science of mood—and his own harrowing depressive experience as a young adult—Rottenberg explains depression in evolutionary terms, showing how its dark pull arises from adaptations that evolved to help our ancestors ensure their survival. Moods, high and low, evolved to compel us to more efficiently pursue rewards. While this worked for our ancestors, our modern environment—in which daily survival is no longer a sole focus—makes it all too easy for low mood to slide into severe, long-lasting depression.Weaving together experimental and epidemiological research, clinical observations, and the voices of individuals who have struggled with depression, The Depths offers a bold new account of why depression endures—and makes a strong case for de-stigmatizing this increasingly common condition. In so doing, Rottenberg offers hope in the form of his own and other patients’ recovery, and points the way towards new paths for treatment.

    And yet, until very recently, scientists believed our brains were fully developed from childhood on. Now, thanks to imaging technology that enables us to look inside the living human brain at all ages, we know that this isn't so. Professor Sarah-Jayne Blakemore, one of the world's leading researchers into adolescent neurology, explains precisely what is going on in the complex and fascinating brains of teenagers--namely that the brain goes on developing and changing right through adolescence--with profound implications for the adults these young people will become.Drawing from cutting-edge research, including her own, Blakemore shows:How an adolescent brain differs from those of children and adultsWhy problem-free kids can turn into challenging teensWhat drives the excessive risk-taking and all-consuming relationships common among teenagersAnd why many mental illnesses--depression, addiction, schizophrenia--present during these formative yearsBlakemore's discoveries have transformed our understanding of the teenage mind, with consequences for law, education policy and practice, and, most of all, parents.

    What is going on? Anatomy of an Epidemic challenges readers to think through that question themselves. First, Whitaker investigates what is known today about the biological causes of mental disorders. Do psychiatric medications fix “chemical imbalances” in the brain, or do they, in fact, create them? Researchers spent decades studying that question, and by the late 1980s, they had their answer. Readers will be startled—and dismayed—to discover what was reported in the scientific journals. Then comes the scientific query at the heart of this book: During the past fifty years, when investigators looked at how psychiatric drugs affected long-term outcomes, what did they find? Did they discover that the drugs help people stay well? Function better? Enjoy good physical health? Or did they find that these medications, for some paradoxical reason, increase the likelihood that people will become chronically ill, less able to function well, more prone to physical illness?  This is the first book to look at the merits of psychiatric medications through the prism of long-term results. Are long-term recovery rates higher for medicated or unmedicated schizophrenia patients? Does taking an antidepressant decrease or increase the risk that a depressed person will become disabled by the disorder? Do bipolar patients fare better today than they did forty years ago, or much worse? When the National Institute of Mental Health (NIMH) studied the long-term outcomes of children with ADHD, did they determine that stimulants provide any benefit?  By the end of this review of the outcomes literature, readers are certain to have a haunting question of their own: Why have the results from these long-term studies—all of which point to the same startling conclusion—been kept from the public?  In this compelling history, Whitaker also tells the personal stories of children and adults swept up in this epidemic. Finally, he reports on innovative programs of psychiatric care in Europe and the United States that are producing good long-term outcomes. Our nation has been hit by an epidemic of disabling mental illness, and yet, as Anatomy of an Epidemic reveals, the medical blueprints for curbing that epidemic have already been drawn up.

     For his groundbreaking sexual research, Alfred Kinsey and his team interviewed 18,000 people, relying on them to honestly report their most intimate experiences. Using the Internet, the neuroscientists Ogas and Gaddam quietly observed the raw sexual behaviors of half a billion people. By combining their observations with neuroscience and animal research, these two young neuroscientists finally answer the long-disputed question: what do people really like? Ogas and Gaddam's findings are transforming the way scientists and therapists think about sexual desire. In their startling book, Ogas and Gaddam analyze a "billion wicked thoughts" on the Internet: a billion Web searches, a million individual search histories, a million erotic stories, a half-million erotic videos, a million Web sites, millions of online personal ads, and many other enormous sources of sexual data in order to understand the true differences between male and female desires, including: ?Men and women have hardwired sexual cues analogous to our hardwired tastes-there are sexual versions of sweet, sour, salty, savory, and bitter. But men and women are wired with different sets of cues. ?The male sexual brain resembles a reckless hunter, while the female sexual brain resembles a cautious detective agency. ?Men form their sexual interests during adolescence and rarely change. Women's sexual interests are plastic and change frequently. ?The male sexual brain is an "or gate": A single stimulus can arouse it. The female sexual brain is an "and gate": It requires many simultaneous stimuli to arouse it. ?When it comes to sexual arousal, men prefer overweight women to underweight women, and a significant number of men seek out erotic images of women in their 40s, 50s, and 60s. ?Women enjoy writing and sharing erotic stories with other women. The fastest growing genre of erotic stories for women are stories about two heterosexual men having sex. ?Though the male sexual brain is much more different from the female sexual brain than is commonly believed, the sexual brain of gay men is virtually identical to that of straight men. Featuring cutting-edge, jaw-dropping science, this wildly entertaining and controversial book helps readers understand their partner's sexual desires with a depth of knowledge unavailable from any other source. Its fascinating and occasionally disturbing findings will rock our modern understanding of sexuality, just as Kinsey's reports did sixty years ago.

    Some system of authority is a requirement of all communal living, and it is only the man dwelling in isolation who is not forced to respond, through defiance or submission, to the commands of others. Obedience, as a determinant of behavior is of particular relevance to our time. It has been reliably established that from 1933 to 1945 millions of innocent people were systematically slaughtered on command. Gas chambers were built, death camps were guarded, daily quotas of corpses were produced with the same efficiency as the manufacture of appliances. These inhumane policies may have originated in the mind of a single person, but they could only have been carried out on a massive scale if a very large number of people obeyed orders.Obedience is the psychological mechanism that links individual action to political purpose. It is the dispositional cement that binds men to systems of authority. Facts of recent history and observation in daily life suggest that for many people obedience may be a deeply ingrained behavior tendency, indeed, a prepotent impulse overriding training in ethics, sympathy, and moral conduct. C. P. Snow (1961) points to its importance when he writes:When you think of the long and gloomy history of man, you will find more hideous crimes have been committed in the name of obedience than have ever been committed in the name of rebellion. If you doubt that, read William Sbirer's 'Rise and Fall of the Third Reich.' The German Officer Corps were brought up in the most rigorous code of obedience . . . in the name of obedience they were party to, andassisted in, the most wicked large scale actions in the history of the world. (p. 24)The Nazi extermination of European Jews is the most extremeinstance of abhorrent immoral acts carried out by thousands ofpeople in the name of obedience. Yet in lesser degree this type ofthing is constantly recurring: ordinary citizens are ordered todestroy other people, and they do so because they consider ittheir duty to obey orders. Thus, obedience to authority, longpraised as a virtue, takes on a new aspect when it serves amalevolent cause; far from appearing as a virtue, it is transformedinto a heinous sin. Or is it?The moral question of whether one should obey when commands conflict with conscience was argued by Plato, dramatized in "Antigone," and treated to philosophic analysis in every historical epoch Conservative philosophers argue that the very fabric of society is threatened by disobedience, and even when the act prescribed by an authority is an evil one, it is better to carry out the act than to wrench at the structure of authority. Hobbes stated further that an act so executed is in no sense the responsibility of the person who carries it out but only of the authority that orders it. But humanists argue for the primacy of individual conscience in such matters, insisting that the moral judgments of the individual must override authority when the two are in conflict.The legal and philosophic aspects of obedience are of enormous import, but an empirically grounded scientist eventually comes to the point where he wishes to move from abstract discourse to the careful observation of concrete instances. In order to take a close look at the act of obeying, I set up a simple experimentat Yale University. Eventually, the experiment was to involve more than a thousand participants and would be repeated at several universities, but at the beginning, the conception was simple. A person comes to a psychological laboratory and is told to carry out a series of acts that come increasingly into conflict with conscience. The main question is how far the participant will comply with the experimenter's instructions before refusing to carry out the actions required of him.But the reader needs to know a little more detail about the experiment. Two people come to a psychology laboratory to take part in a study of memory and learning. One of them is designated as a "teacher" and the other a "learner." The experimenter explains that the study is concerned with the effects of punishment on learning. The learner is conducted into a room, seated in a chair, his arms strapped to prevent excessive movement, and an electrode attached to his wrist. He is told that he is to learn a list of word pairs; whenever he makes an error, be will receive electric shocks of increasing intensity.The real focus of the experiment is the teacher. After watching the learner being strapped into place, he is taken into the main experimental room and seated before an impressive shock generator. Its main feature is a horizontal line of thirty switches, ranging from 15 volts to 450 volts, in 15-volt increments. There are also verbal designations which range from Slight SHOCK to Danger--Severe SHOCK. The teacher is told that he is to administer the learning test to the man in the other room. When the learner responds correctly, the teacher moves on to the next item; when the other man gives an incorrectanswer, the teacher is to give him an electric shock. He is to start at the lowest shock level ( 15 volts) and to increase the level each time the man makes an error, going through 30 volts, 45 volts, and so on.The "teacher" is a genuinely naive subject who has come to the laboratory to participate in an experiment. The learner, or victim, is an actor who actually receives no shock at all. The point of the experiment is to see how far a person will proceed in a concrete and measurable situation in which he is ordered to inflict increasing pain on a protesting victim.