Handbook on the State of the Art in Applied Psychology
1. Auflage Januar 2021
528 Seiten, Softcover
Handbuch/Nachschlagewerk
ISBN:
978-1-119-62769-2
John Wiley & Sons
Weitere Versionen
Learn the most up-to-date developments in applied psychology with one authoritative collection
The Handbook on the State of the Art in Applied Psychology delivers 19 state-of-the-art addresses on a selected topic in applied psychology. Together, they constitute an up-to-date and authoritative reference that describes the most cutting-edge material in the most prominent domains of applied psychology. The accomplished academics and editors Dr. Peter Graf and Dr. David Dozois put the focus on areas where the most profound recent progress has been made. They also emphasize the link between science and practice, showcasing basic science research that has practical implications for real world problems.
Readers will benefit from up-to-date research on topics as varied as occupational commitment and organizational productivity, forgiveness, shared cultural spaces, environmental decision making, and the early identification of reading problems.
In addition to the papers included in the collection, the Handbook on the State of the Art in Applied Psychology features:
* An insightful preface focused on the theme of connecting basic research to practical solutions in the real world
* An overview of the chapters and their arrangement in the collection
* An author and subject index to assist readers in finding the information they seek
* A focus on the most cutting-edge advancements in the field of applied psychology, with an emphasis on the impact of technological innovation and increased recognition of cultural determinants of behavior
Perfect for applied psychology researchers, workers, teachers, and students around the world, Handbook on the State of the Art in Applied Psychology also belongs on the bookshelves of anyone looking for an efficient way to get up to speed on the latest developments on a wide variety of relevant topics in applied psychology.
List of Contributors xv
Preface xix
Part I: Optimal Health and Functioning at Work and Home 1
Chapter 1 Chasing the Dream: The Healthy and Productive Workplace 3
Psychologically Healthy Workplace 5
Toward Evidence-Based Practice in Employee Well-Being 7
Leadership as a Case Study 9
Summary and Conclusion 12
References 13
Chapter 2 Commitment at Work: Past, Present, and Future 19
A Brief History 20
Why Workplace Commitments Matter 22
Commitment in an Era of Change 26
Current Controversies 28
Definition 28
Dimensionality 29
Distinctiveness 30
Advances in Methodology 31
Temporal Process Approach 32
Person-Centered Approach 33
Implications and Applications 36
Future Challenges 39
Conclusion 40
References 41
Chapter 3 How Psychologists Can Contribute to Individual Well-Being, Organizational Productivity, and Saving the Planet Through Better Buildings 51
Affordable and Clean Energy Goals 52
Sustainable Built Environments 54
Individual Lighting Controls 55
Indoor Air Quality 57
Green Buildings 58
Sustainable Buildings as Organizational Strategies 60
Understand Decisions 61
Organizational Decisions: More than Return on Investment 61
The Problem of Rebound 65
Influence Building Sustainability Decisions 66
Change Decision-Maker Behavior 66
Change Building Policies: Codes, Standards, and Recommendations 69
Energy and Building Regulations 69
Building Certification Schemes 70
Standards and Recommendations 70
Conclusions 71
Note 72
References 72
Chapter 4 Key Challenges to Understanding Environmental Decision-Making 81
Background in the Environmental Movement 82
Assessing the Strength of Evidence 83
Focusing on What Matters 84
Expanding Our Theories of Altruism 87
Unifying the Grand Traditions 88
Understanding Contexts 89
Considering Social Influences and Network Effects 91
Examining Emerging Technologies 92
Engaging Normative Theories 93
Incorporating Sustainability 94
Conclusion 96
Acknowledgments 97
References 97
Part II: Mental and Physical Health 109
Chapter 5 On the Role of Passion in Optimal Functioning: A Multidimensional Perspective 111
On Optimal Functioning in Society 113
On the Concept of Passion 114
A Dualistic Model of Passion 116
On the Harmonious and Obsessive Passions 116
Initial Research on Passion 118
Passion and Optimal Functioning in Society 119
Passion and Psychological Well-Being 120
Passion and Physical Health 122
Passion and Interpersonal Relationships 123
Passion and Performance 125
Passion and Contributions to Society 127
Passion and Optimal Functioning in Society: Integrative Studies 128
Conclusions 129
Notes 130
References 131
Chapter 6 Effects, Mechanisms, and Implementation: Ways to Improve Interventions and Policies Promoting Healthy Diet and Physical Activity 139
Does It Work: Frameworks and Taxonomies for Evaluation and Monitoring of Effects of Interventions and Policies Promoting Physical Activity and Healthy Diet 142
Approaches Focused on Health and Environment Outcomes 143
Approaches Focused on Health and Processes Outcomes of Interventions and Policies 144
Approaches Focused on Implementation Evaluation 145
Evidence-Based Taxonomies of Good Practices in Evaluation and Monitoring 146
Conclusions on Frameworks and Taxonomies for Evaluation and Monitoring of Interventions and Policies 148
How It Works: Models, Frameworks, and Taxonomies Focusing on the Content of Interventions/Policies and Change Mechanisms 148
Models Focusing on Intra-individual Change Mechanisms 148
Models and Frameworks Focusing on Change Mechanisms Involving Physical and Social Environment 150
Behavior Change Techniques as Change Mechanisms 152
Evidence-Based Taxonomies Accounting for Formal Active Components of Interventions and Policies 152
Conclusions on Models, Frameworks, and Taxonomies Elucidating Active Components and Mechanisms in Interventions and Policies 153
Under What Conditions It Works: Models, Frameworks, and Taxonomies Focusing on Implementation of Interventions and Policies Promoting Physical Activity and Healthy Diet 154
Theoretical Models and Frameworks for Implementation of Physical Activity and Healthy Diet Interventions and Policies 154
Evidence-Driven Taxonomies for Implementation Characteristics in Interventions and Policies Promoting Physical Activity and Healthy Diet 157
Conclusions on Models, Frameworks, and Taxonomies Elucidating Implementation 158
General Discussion 158
Author Notes/Acknowledgments 160
References 160
Chapter 7 Epigenetic Processes Mediating Environments, Experiences, and Mental Health: Therapeutic and Diagnostic Implications 165
DNA Methylation: A Mechanism for Diversifying the Information Content of DNA 166
Evidence for Epigenetic Programming by Maternal Care 170
Reversal of Behavioral Programming by Maternal Care with Epigenetic Modulating Agents 171
Early Experience Elicits a Signaling Pathway that Results in Epigenetic Reprogramming 172
Early-Life Adversity Triggers DNA Methylation Changes in Candidate Genes in Rodent Brains 173
Evidence for Effects of Early-Life Adversity on DNA Methylation in Humans 173
Changes in DNA Methylation in Response to Early-Life Adversity Involve Many Genes 174
Changes in DNA Methylation That Associate With Early Social Experiences Occur in the Immune System as Well as the Brain 175
Associations of Early-Life Experience and DNA Methylation Changes in Peripheral White Blood Cells 176
DNA Methylation Alterations in Brain-Specific Candidate Genes in Peripheral Tissues That Are Associated with Early Adversity and Neuropsychiatric Conditions 178
The Developmental Dynamics of DNA Methylation in Response to Early-Life Social Experiences 181
Causal Relationship Between Early-Life Adversity and DNA Methylation Alterations 182
Challenges and Prospectives 183
Acknowledgments 187
References 187
Chapter 8 Cardiac-Disease-Induced-PTSD: Settling the Diagnostic Debate 197
PTSD: Clarifying the Diagnostic Debate 198
Can We Speak of Cardiac-Disease-Induced PTSD (CDI-PTSD)? 198
The Unique Manifestations of CDI-PTSD 199
CDI-PTSD Among Cardiac Caregivers 200
Conclusions and Future Suggestions 202
References 203
Chapter 9 Mental Health Consequences of Terrorist Attacks in Adults 207
Overview: Terrorism and Mental Health Consequences 208
Research on the Impact of Terrorist Attacks on Mental Health 210
How Many Victims of Terrorist Attacks Develop a Psychological Disorder? 218
What Type of Mental Disorder Is the Most Frequent Among Terrorism Victims? 220
What Type of Victims Develop More Mental Disorders? 222
What Is the Course of Mental Disorders in Victims? 223
Conclusions 230
Acknowledgments 232
Note 232
References 232
Chapter 10 Are Forgiveness and Unforgiveness Two Extremes of the Same Continuum?: Implications for Clinical Practice 239
Philosophical and Religious Antecedents 240
Conceptualization of Forgiveness 241
Positive and Negative Dimensions on Forgiveness Scales 245
Does Culture Play a Role in the Conceptualization and Operationalization of Forgiveness and Unforgiveness? 248
Measuring Forgiveness and Resentment 249
Social Cognition Correlates of Forgiveness and Resentment 254
Conclusions and Prospective on the Understanding of the Post-Transgression Dynamics 259
References 260
Part III: Issues in Education 267
Chapter 11 Five Decades of Research on School Bullying: What Have We Learned? 269
What Is Bullying? 270
Prevalence and Stability 273
Impact of Bullying and Victimization 275
Family Antecedents 277
The Nature of Bullying 277
Addressing Bullying in Schools 281
Author Notes/Acknowledgments 283
References 283
Chapter 12 Early Identification and Prevention of Reading Problems 293
What Is Known About Early Neural Predictors of Dyslexia 296
Discussion of the Early and Predictive Brain Responses Related to Dyslexia 299
Preventative Training of Basic Reading Problems 302
Continuing from the Application Under Research Conditions to Its Distribution to All in Need: Potential Business Models for Commercialization 304
GraphoLearning International Development and Exports Project Public Summary 304
Pilot Studies for Preparation of Commercialization 305
Experimentation of Potential Business Models 306
Public Procurement--The Finnish Model 307
NGO Collaboration and Country-Specific Context 308
Academic Networks and Research Collaboration 309
Discussion Associated With the Distribution Model 310
References 311
Chapter 13 Psychological Literacy in Undergraduate Psychology Education and Beyond 315
What Is Psychological Literacy? 318
How Can Educators Explicitly Support the Development of Psychological Literacy in Their UG Psychology Students? 323
How Can Psychology Be Given Away in Higher Education Beyond Psychology Programs? 326
The Psychological Science of Curricular Design and Delivery for Optimal Learning 327
Curricular Development of Self-Management Capacity in Mainstream Units Across Diverse Disciplines and Educational Levels 328
Reflections and Conclusion 331
Note 333
References 333
Part IV: What's Trending in Research? 339
Chapter 14 Assessing Personality from a Cultural Perspective 341
Assessing Personality from a Cultural Perspective 342
Etic and Emic Approaches in Personality Assessment 343
Issues in Transporting Tests Across Cultures 344
Guidelines on Test Translation and Adaptation 344
Combined Emic-Etic Approach 346
Development of the CPAI and Its Later Versions 347
Contributions of the Emic IR Factor 348
Beyond Universal versus Indigenous Factors 350
South African Personality Inventory (SAPI) 351
Arab-Levant Personality Structure 352
Future Directions 353
Author Notes/Acknowledgments 354
References 354
Chapter 15 Un-othering of the Other: The Role of Shared Cultural Spaces 359
The Construction of the Other 361
Types of Others 364
Processes of Othering 366
Un-Othering: Processes and Mechanisms 367
Approaching Un-Othering Through Intergroup Conflict Resolution Methods 369
Creating Shared Cultural Spaces for Un-Othering 374
Contacts between Cultures 375
Gandhi's Way of Nonviolence 378
Forgiveness as a Way to Reconciliation 379
Co-sharing of Religious Spaces and Cultural Practices 380
Conclusion 382
Note 383
References 383
Chapter 16 Loneliness: From Academic Pariah to the UK's Appointment of a Minister of Loneliness 391
Jo Cox: Murder and the Appointment of a Minister of Loneliness 392
Early Attention to Loneliness 393
Loneliness and Social Isolation in Antiquity 393
The Academic and Professional Literature on Loneliness Before the Early 1970s 393
Four Foundational Developments of the 1970s and Beyond 395
The UCLA Loneliness Conference 395
Measurement 395
Theory 396
Longitudinal Research 397
The Rise of Loneliness Research 399
Loneliness: Minor Malady or Serious Problem? 401
Loneliness Can Be Combatted 403
Putting the Pieces Together with One More Element 405
Notes 406
References 407
Chapter 17 Response Processes Validity Evidence: Understanding the Meaning of Scores from Psychological Measures 413
Modern Unified Validity Theory 414
Psychological Process of Responding and its Role in Validation 416
What Are Response Processes? 419
Are Response Processes Important? 420
Response Processes Techniques and Methods 421
Cognitive Interviews: Think-Aloud Protocols and Verbal Probing 422
Response Time 423
Eye-Tracking and Pupillary Response 424
Observation and Recording of Strategies or Problem-Solving Behaviors 424
Observations on the Current State of Response Processes Research and Next Steps 426
Author Notes/Acknowledgments 427
Note 428
References 428
Part V: The State of Psychology as a Science and Profession 435
Chapter 18 Internationalization and Training of Psychologists in a Globalized World 437
What Is Understood by Internationalization? 438
Psychologists Education in Latin America 441
A Common Base of Psychology 443
Conclusion 445
References 446
Chapter 19 Intellectual Humility: Ten Key Questions 449
Contemporary Interest in IH 450
Recent Research on IH 451
Intellectual Humility: Ten Questions 453
Question 1: How Does Intellectual Humility Differ from General Humility? 453
Question 2: How Does Intellectual Humility Differ from Diffidence? 454
Question 3: Is Intellectual Humility a Unitary or a Compound Trait? 455
Question 4: How Distinct Is Intellectual Humility from Other Dispositions? 456
Question 5: Can People Be Simultaneously Intellectually Humble and Interpersonally Antagonistic? 457
Question 6: Can IH Be Validly Detected Using Self-Report? 458
Question 7: How Malleable Is Intellectual Humility? 459
Question 8: Are There Cross-Cultural Differences in the Levels or Manifestation of Intellectual Humility? 460
Question 9: Does Intellectual Humility Confer Immunity to Cognitive Bias? 460
Question 10: What Are the Developmental Antecedents of Intellectual Humility? 461
Concluding Thoughts 462
Acknowledgments 463
References 463
Chapter 20 Psychological Ethics in a Changing World: How Ethics Documents in Psychology Have Evolved to Meet the Issues and Concerns of the Day 469
Some Definitions 471
The Development of Ethics Documents in Psychology 471
National Development of Ethics Documents 471
Regional Development of Ethics Documents 473
Development of International Ethics Documents 476
Recognizing Fundamental Ethical Principles through a Universal Declaration 477
Structure and Content of the Universal Declaration of Ethical Principles 478
Development of the Universal Declaration of Ethical Principles 480
Representation and Inclusiveness 480
Research 481
International Consultation 482
Key Features of the Universal Declaration of Ethical Principles 482
Impact of the Universal Declaration of Ethical Principles 483
Relevance of the Universal Declaration of Ethical Principles to Today's World 487
Author's Note 488
References 488
Index 493
Preface xix
Part I: Optimal Health and Functioning at Work and Home 1
Chapter 1 Chasing the Dream: The Healthy and Productive Workplace 3
Psychologically Healthy Workplace 5
Toward Evidence-Based Practice in Employee Well-Being 7
Leadership as a Case Study 9
Summary and Conclusion 12
References 13
Chapter 2 Commitment at Work: Past, Present, and Future 19
A Brief History 20
Why Workplace Commitments Matter 22
Commitment in an Era of Change 26
Current Controversies 28
Definition 28
Dimensionality 29
Distinctiveness 30
Advances in Methodology 31
Temporal Process Approach 32
Person-Centered Approach 33
Implications and Applications 36
Future Challenges 39
Conclusion 40
References 41
Chapter 3 How Psychologists Can Contribute to Individual Well-Being, Organizational Productivity, and Saving the Planet Through Better Buildings 51
Affordable and Clean Energy Goals 52
Sustainable Built Environments 54
Individual Lighting Controls 55
Indoor Air Quality 57
Green Buildings 58
Sustainable Buildings as Organizational Strategies 60
Understand Decisions 61
Organizational Decisions: More than Return on Investment 61
The Problem of Rebound 65
Influence Building Sustainability Decisions 66
Change Decision-Maker Behavior 66
Change Building Policies: Codes, Standards, and Recommendations 69
Energy and Building Regulations 69
Building Certification Schemes 70
Standards and Recommendations 70
Conclusions 71
Note 72
References 72
Chapter 4 Key Challenges to Understanding Environmental Decision-Making 81
Background in the Environmental Movement 82
Assessing the Strength of Evidence 83
Focusing on What Matters 84
Expanding Our Theories of Altruism 87
Unifying the Grand Traditions 88
Understanding Contexts 89
Considering Social Influences and Network Effects 91
Examining Emerging Technologies 92
Engaging Normative Theories 93
Incorporating Sustainability 94
Conclusion 96
Acknowledgments 97
References 97
Part II: Mental and Physical Health 109
Chapter 5 On the Role of Passion in Optimal Functioning: A Multidimensional Perspective 111
On Optimal Functioning in Society 113
On the Concept of Passion 114
A Dualistic Model of Passion 116
On the Harmonious and Obsessive Passions 116
Initial Research on Passion 118
Passion and Optimal Functioning in Society 119
Passion and Psychological Well-Being 120
Passion and Physical Health 122
Passion and Interpersonal Relationships 123
Passion and Performance 125
Passion and Contributions to Society 127
Passion and Optimal Functioning in Society: Integrative Studies 128
Conclusions 129
Notes 130
References 131
Chapter 6 Effects, Mechanisms, and Implementation: Ways to Improve Interventions and Policies Promoting Healthy Diet and Physical Activity 139
Does It Work: Frameworks and Taxonomies for Evaluation and Monitoring of Effects of Interventions and Policies Promoting Physical Activity and Healthy Diet 142
Approaches Focused on Health and Environment Outcomes 143
Approaches Focused on Health and Processes Outcomes of Interventions and Policies 144
Approaches Focused on Implementation Evaluation 145
Evidence-Based Taxonomies of Good Practices in Evaluation and Monitoring 146
Conclusions on Frameworks and Taxonomies for Evaluation and Monitoring of Interventions and Policies 148
How It Works: Models, Frameworks, and Taxonomies Focusing on the Content of Interventions/Policies and Change Mechanisms 148
Models Focusing on Intra-individual Change Mechanisms 148
Models and Frameworks Focusing on Change Mechanisms Involving Physical and Social Environment 150
Behavior Change Techniques as Change Mechanisms 152
Evidence-Based Taxonomies Accounting for Formal Active Components of Interventions and Policies 152
Conclusions on Models, Frameworks, and Taxonomies Elucidating Active Components and Mechanisms in Interventions and Policies 153
Under What Conditions It Works: Models, Frameworks, and Taxonomies Focusing on Implementation of Interventions and Policies Promoting Physical Activity and Healthy Diet 154
Theoretical Models and Frameworks for Implementation of Physical Activity and Healthy Diet Interventions and Policies 154
Evidence-Driven Taxonomies for Implementation Characteristics in Interventions and Policies Promoting Physical Activity and Healthy Diet 157
Conclusions on Models, Frameworks, and Taxonomies Elucidating Implementation 158
General Discussion 158
Author Notes/Acknowledgments 160
References 160
Chapter 7 Epigenetic Processes Mediating Environments, Experiences, and Mental Health: Therapeutic and Diagnostic Implications 165
DNA Methylation: A Mechanism for Diversifying the Information Content of DNA 166
Evidence for Epigenetic Programming by Maternal Care 170
Reversal of Behavioral Programming by Maternal Care with Epigenetic Modulating Agents 171
Early Experience Elicits a Signaling Pathway that Results in Epigenetic Reprogramming 172
Early-Life Adversity Triggers DNA Methylation Changes in Candidate Genes in Rodent Brains 173
Evidence for Effects of Early-Life Adversity on DNA Methylation in Humans 173
Changes in DNA Methylation in Response to Early-Life Adversity Involve Many Genes 174
Changes in DNA Methylation That Associate With Early Social Experiences Occur in the Immune System as Well as the Brain 175
Associations of Early-Life Experience and DNA Methylation Changes in Peripheral White Blood Cells 176
DNA Methylation Alterations in Brain-Specific Candidate Genes in Peripheral Tissues That Are Associated with Early Adversity and Neuropsychiatric Conditions 178
The Developmental Dynamics of DNA Methylation in Response to Early-Life Social Experiences 181
Causal Relationship Between Early-Life Adversity and DNA Methylation Alterations 182
Challenges and Prospectives 183
Acknowledgments 187
References 187
Chapter 8 Cardiac-Disease-Induced-PTSD: Settling the Diagnostic Debate 197
PTSD: Clarifying the Diagnostic Debate 198
Can We Speak of Cardiac-Disease-Induced PTSD (CDI-PTSD)? 198
The Unique Manifestations of CDI-PTSD 199
CDI-PTSD Among Cardiac Caregivers 200
Conclusions and Future Suggestions 202
References 203
Chapter 9 Mental Health Consequences of Terrorist Attacks in Adults 207
Overview: Terrorism and Mental Health Consequences 208
Research on the Impact of Terrorist Attacks on Mental Health 210
How Many Victims of Terrorist Attacks Develop a Psychological Disorder? 218
What Type of Mental Disorder Is the Most Frequent Among Terrorism Victims? 220
What Type of Victims Develop More Mental Disorders? 222
What Is the Course of Mental Disorders in Victims? 223
Conclusions 230
Acknowledgments 232
Note 232
References 232
Chapter 10 Are Forgiveness and Unforgiveness Two Extremes of the Same Continuum?: Implications for Clinical Practice 239
Philosophical and Religious Antecedents 240
Conceptualization of Forgiveness 241
Positive and Negative Dimensions on Forgiveness Scales 245
Does Culture Play a Role in the Conceptualization and Operationalization of Forgiveness and Unforgiveness? 248
Measuring Forgiveness and Resentment 249
Social Cognition Correlates of Forgiveness and Resentment 254
Conclusions and Prospective on the Understanding of the Post-Transgression Dynamics 259
References 260
Part III: Issues in Education 267
Chapter 11 Five Decades of Research on School Bullying: What Have We Learned? 269
What Is Bullying? 270
Prevalence and Stability 273
Impact of Bullying and Victimization 275
Family Antecedents 277
The Nature of Bullying 277
Addressing Bullying in Schools 281
Author Notes/Acknowledgments 283
References 283
Chapter 12 Early Identification and Prevention of Reading Problems 293
What Is Known About Early Neural Predictors of Dyslexia 296
Discussion of the Early and Predictive Brain Responses Related to Dyslexia 299
Preventative Training of Basic Reading Problems 302
Continuing from the Application Under Research Conditions to Its Distribution to All in Need: Potential Business Models for Commercialization 304
GraphoLearning International Development and Exports Project Public Summary 304
Pilot Studies for Preparation of Commercialization 305
Experimentation of Potential Business Models 306
Public Procurement--The Finnish Model 307
NGO Collaboration and Country-Specific Context 308
Academic Networks and Research Collaboration 309
Discussion Associated With the Distribution Model 310
References 311
Chapter 13 Psychological Literacy in Undergraduate Psychology Education and Beyond 315
What Is Psychological Literacy? 318
How Can Educators Explicitly Support the Development of Psychological Literacy in Their UG Psychology Students? 323
How Can Psychology Be Given Away in Higher Education Beyond Psychology Programs? 326
The Psychological Science of Curricular Design and Delivery for Optimal Learning 327
Curricular Development of Self-Management Capacity in Mainstream Units Across Diverse Disciplines and Educational Levels 328
Reflections and Conclusion 331
Note 333
References 333
Part IV: What's Trending in Research? 339
Chapter 14 Assessing Personality from a Cultural Perspective 341
Assessing Personality from a Cultural Perspective 342
Etic and Emic Approaches in Personality Assessment 343
Issues in Transporting Tests Across Cultures 344
Guidelines on Test Translation and Adaptation 344
Combined Emic-Etic Approach 346
Development of the CPAI and Its Later Versions 347
Contributions of the Emic IR Factor 348
Beyond Universal versus Indigenous Factors 350
South African Personality Inventory (SAPI) 351
Arab-Levant Personality Structure 352
Future Directions 353
Author Notes/Acknowledgments 354
References 354
Chapter 15 Un-othering of the Other: The Role of Shared Cultural Spaces 359
The Construction of the Other 361
Types of Others 364
Processes of Othering 366
Un-Othering: Processes and Mechanisms 367
Approaching Un-Othering Through Intergroup Conflict Resolution Methods 369
Creating Shared Cultural Spaces for Un-Othering 374
Contacts between Cultures 375
Gandhi's Way of Nonviolence 378
Forgiveness as a Way to Reconciliation 379
Co-sharing of Religious Spaces and Cultural Practices 380
Conclusion 382
Note 383
References 383
Chapter 16 Loneliness: From Academic Pariah to the UK's Appointment of a Minister of Loneliness 391
Jo Cox: Murder and the Appointment of a Minister of Loneliness 392
Early Attention to Loneliness 393
Loneliness and Social Isolation in Antiquity 393
The Academic and Professional Literature on Loneliness Before the Early 1970s 393
Four Foundational Developments of the 1970s and Beyond 395
The UCLA Loneliness Conference 395
Measurement 395
Theory 396
Longitudinal Research 397
The Rise of Loneliness Research 399
Loneliness: Minor Malady or Serious Problem? 401
Loneliness Can Be Combatted 403
Putting the Pieces Together with One More Element 405
Notes 406
References 407
Chapter 17 Response Processes Validity Evidence: Understanding the Meaning of Scores from Psychological Measures 413
Modern Unified Validity Theory 414
Psychological Process of Responding and its Role in Validation 416
What Are Response Processes? 419
Are Response Processes Important? 420
Response Processes Techniques and Methods 421
Cognitive Interviews: Think-Aloud Protocols and Verbal Probing 422
Response Time 423
Eye-Tracking and Pupillary Response 424
Observation and Recording of Strategies or Problem-Solving Behaviors 424
Observations on the Current State of Response Processes Research and Next Steps 426
Author Notes/Acknowledgments 427
Note 428
References 428
Part V: The State of Psychology as a Science and Profession 435
Chapter 18 Internationalization and Training of Psychologists in a Globalized World 437
What Is Understood by Internationalization? 438
Psychologists Education in Latin America 441
A Common Base of Psychology 443
Conclusion 445
References 446
Chapter 19 Intellectual Humility: Ten Key Questions 449
Contemporary Interest in IH 450
Recent Research on IH 451
Intellectual Humility: Ten Questions 453
Question 1: How Does Intellectual Humility Differ from General Humility? 453
Question 2: How Does Intellectual Humility Differ from Diffidence? 454
Question 3: Is Intellectual Humility a Unitary or a Compound Trait? 455
Question 4: How Distinct Is Intellectual Humility from Other Dispositions? 456
Question 5: Can People Be Simultaneously Intellectually Humble and Interpersonally Antagonistic? 457
Question 6: Can IH Be Validly Detected Using Self-Report? 458
Question 7: How Malleable Is Intellectual Humility? 459
Question 8: Are There Cross-Cultural Differences in the Levels or Manifestation of Intellectual Humility? 460
Question 9: Does Intellectual Humility Confer Immunity to Cognitive Bias? 460
Question 10: What Are the Developmental Antecedents of Intellectual Humility? 461
Concluding Thoughts 462
Acknowledgments 463
References 463
Chapter 20 Psychological Ethics in a Changing World: How Ethics Documents in Psychology Have Evolved to Meet the Issues and Concerns of the Day 469
Some Definitions 471
The Development of Ethics Documents in Psychology 471
National Development of Ethics Documents 471
Regional Development of Ethics Documents 473
Development of International Ethics Documents 476
Recognizing Fundamental Ethical Principles through a Universal Declaration 477
Structure and Content of the Universal Declaration of Ethical Principles 478
Development of the Universal Declaration of Ethical Principles 480
Representation and Inclusiveness 480
Research 481
International Consultation 482
Key Features of the Universal Declaration of Ethical Principles 482
Impact of the Universal Declaration of Ethical Principles 483
Relevance of the Universal Declaration of Ethical Principles to Today's World 487
Author's Note 488
References 488
Index 493
DR. PETER GRAF is Professor of Psychology at the Department of Psychology at the University of British Columbia in Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP).
DR. DAVID DOZOIS is Professor of Psychology and Director of the Clinical Psychology Graduate Program at the Department of Psychology at the University of Western Ontario in London, Ontario, Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP).
DR. DAVID DOZOIS is Professor of Psychology and Director of the Clinical Psychology Graduate Program at the Department of Psychology at the University of Western Ontario in London, Ontario, Canada. He was formerly Co-President of the International Congress of Applied Psychology (ICAP).
