December Releases from APA Books!

entrenchment Entrenchment and the Psychology of Language Learning 

How We Reorganize and Adapt Linguistic Knowledge

Edited by Hans-Jörg Schmid

Copublished with De Gruyter Mouton

This volume enlists more than two dozen experts in the fields of linguistics, psycholinguistics, neurology, and cognitive psychology to investigate the concept of entrenchment—the ongoing reorganization and adaptation of communicative knowledge.  Entrenchment posits that our linguistic knowledge is continuously refreshed and reorganized under the influence of social interactions.  Contributors examine the psychological foundations of linguistic entrenchment processes, and the role of entrenchment in first-language acquisition, second language learning, and language attrition. Critical views of entrenchment and some of its premises and implications are discussed from the perspective of dynamic complexity theory and radical embodied cognitive science.

 

geropsych Ethical Practice in Geropsychology

Principles, Procedures, and Practices

by Shane S. Bush, Victor A. Molinari, and Rebecca S. Allen

Psychologists who work with older adults find themselves encountering a number of novel issues. Determining a client’s decision-making capacity, balancing a client’s autonomy with his or her well-being, and juggling differing priorities from various parties—the clients, their families, other healthcare professionals, etc.—give rise to a number of complicated ethical and legal quandaries. The easy-to-follow decision-making model provided in this book will help clinicians make the most ethically sound decisions possible in these challenging situations. Clinical vignettes illustrate how to handle ethical and legal issues in a variety of contexts.

 

integrated-behavioral Integrated Behavioral Health in Primary Care

Step-By-Step Guidance for Assessment and Intervention

SECTOND EDITION

by Christopher L. Hunter, Jeffery L. Goodie, Mark S. Oordt, and Anne C. Dobmeyer

This timely new edition of Integrated Behavioral Health in Primary Care brings the reader up to speed with the changing aspects of primary care service delivery in response to the Patient-Centered Medical Home (PCMH), the Triple-Aim health approach, and the Patient Protection and Affordable Care Act. Drawing on research evidence and years of experience, the authors provide practical information and guidance for behavioral health care practitioners who wish to work more effectively in the fast-paced setting of primary care, and provide detailed advice for addressing common health problems such as generalized anxiety disorder, depression, weight issues, sleep problems, cardiovascular disorders, pain disorders, sexual problems, and more.  New to this edition are chapters on population health and the PCMH; children, adolescents, and parenting; couples; managing suicide risk; and shared medical appointments.

 

starting-career Starting Your Career in Academic Psychology

by Robert J. Sternberg

This book provides a systematic guide for jump-starting a career in academic psychology—from applying and interviewing for academic positions, to settling in at a new job, to maximizing success during the pre-tenure years. The chapters cover all key skills in which new faculty must become proficient: teaching, conducting and funding faculty-level research, serving the department and field, and “softer” activities such as networking and navigating university politics. Given the demands and competition in the field, this guide is an essential roadmap for new faculty.

 

 

supervision-aedp Supervision Essentials for Accelerated Experiential Dynamic Psychotherapy

by Natasha Prenn and Diana Fosha

Utilizing insights from attachment theory and research in neuroplasticity, Accelerated Experiential Dynamic Psychotherapy (AEDP) clinicians help clients unearth, explore and process core feelings in order to transform anxiety and defensiveness into long-lasting, positive change.  In this book, AEDP founders and leaders Natasha C. N. Prenn and Diana Fosha offer a model of clinical supervision that is based on the AEDP approach.  Using close observation of videotaped sessions, AEDP supervisors model a strong focus on here-and-now interactions, with a full awareness of affective resonance, empathy, and dyadic affect regulation phenomena.  The goal is to offer trainees a visceral, transformative experience that complements their growing intellectual understanding of how change occurs in AEDP.

Jason Ong: On Mindfulness for Insomnia

This is the latest in a series of interviews with APA Books authors. For this author interview, David Becker, a Development Editor at APA Books, talked with Jason Ong, PhD, about his recent book, Mindfulness-Based Therapy for Insomnia.

Note: The opinions expressed in this interview are those of the authors and should not be taken to represent the official views or policies of the American Psychological Association.

 

Jason Ong, PhD, Neurology/Sleep Disorders

Jason Ong, PhD, Neurology/Sleep Disorders

Jason C. Ong, PhD, is an associate professor in the department of neurology at the Northwestern University Feinberg School of Medicine. Dr. Ong developed mindfulness-based therapy for insomnia (MBTI) as an innovative group intervention for treating chronic insomnia. MBTI unites the principles and practices of mindfulness therapy with the behavioral strategies of cognitive–behavioral therapy for insomnia (CBT-I). He writes about the theoretical foundations of MBTI and its implementation in his recent publication with APA Books, Mindfulness-Based Therapy for Insomnia. He also recently released a video, Mindfulness for Insomnia, in which he demonstrates how to conduct an MBTI session. Dr. Ong’s work has been published in various academic journals, including JAMA Internal Medicine, SLEEP, Behavior Research and Therapy, and the Journal of Clinical Psychology.

Chronic insomnia is a notoriously difficult disorder to treat. Even when treatments provide some relief, it only seems to be temporary in many cases. Why is insomnia so resistant to treatment?

Chronic insomnia is often perpetuated by cognitive and behavioral changes that develop in response to persistent sleep disturbances. For example, people who experience several nights of poor sleep may try to go to bed earlier or stay in bed longer in the morning as a means of coping with the sleep disturbance. This also sets the stage for worrying about sleep and modifying behaviors based on contingencies (e.g., going to bed earlier in anticipation of needing to “function well” the next day). As a result, more effort is put into making sleep happen, which disrupts the brain’s natural regulation of sleep.

What is mindfulness-based therapy for insomnia (MBTI)? How is it similar to or different from other mindfulness-based therapies?

MBTI is a new treatment for insomnia that uses the practice of mindfulness meditation to help people with insomnia. It is primarily aimed at decreasing the effort to sleep through the principles of mindfulness and allowing the brain to regulate sleep without “getting in the way.” MBTI is similar to other MBTs such as mindfulness-based stress reduction (MBSR) and mindfulness-based cognitive therapy (MBCT) in its use of mindfulness principles and meditation practices. Unlike other MBTs, MBTI includes specific behavioral recommendations that are designed to promote sleep regulation. Therefore, it might be seen as a version of MBSR that is tailored for people with insomnia.

What are some of the most common challenges that instructors and clients encounter in MBTI, and how are they addressed?

For clients, it can be difficult to practice the principles of non-striving and non-attachment to wanting more sleep. Insufficient sleep does have consequences, such as low mood and energy, so it is very challenging to be patient while practicing mindfulness and allow the brain to regulate sleep. Most people are used to being problem solvers and putting forth more effort to accomplish something, but this is one situation where trying harder does not help. For example, doing internet searches for different ways to sleep (e.g., drinking chamomile tea, reading a boring book) and then trying each of these techniques until something works tends to promote anxiety about sleep rather than relaxation.

For instructors, it can be difficult to listen mindfully to the client who is suffering or to refrain from trying to fix things for the client. MBTI instructors are most effective in teaching mindfulness skills when they

embody the principles of mindfulness, so the theme of non-attachment to outcomes can be a challenge for both instructors and clients.

What inspired you to develop MBTI?

On a personal level, I have always had an interest in Eastern philosophy. As a student, one of my favorite hobbies was reading books on Buddhism, especially those by the Dalai Lama. As I moved into my professional career, I really enjoyed working with insomnia patients. I was trained in cognitive–behavioral therapy (CBT) but found that sometimes the traditional CBT approaches were not sufficient. Some people reacted negatively to getting out of bed or spending less time in bed, and it seemed like a power struggle to get these patients to comply with CBT. By bringing my personal interests into my clinical work, I found that mindfulness and self-compassion could provide a different approach to help people work out of the problem of chronic insomnia. I was fortunate enough to have a mentor who supported this idea, and off we went!

In your book, you clarify that MBTI is series of group exercises that should be administered by a licensed instructor. It’s not simply a matter of meditating oneself to sleep. Even so, is there a simple mindfulness exercise and/or a key piece of advice that you can offer readers who suffer from insomnia—something that they can use in their everyday life?

The trainspotting exercise can serve as a good starting point for understanding mindfulness and working with racing thoughts associated with insomnia. The exercise entails imagining oneself standing on a train platform and observing thoughts going by as if they were trains passing through a busy station. Inevitably, the mind will wander and we will “step into a train” by engaging in a thought or analyzing it. Here, we practice self-compassion by acknowledging that we have stepped into a train and without judgment, we step off the train and return to platform to continue trainspotting.

By practicing how to just watch thoughts rather than engage with them or analyze their contents, we learn how to work with a busy mind in a different way. Instead of trying to clear the mind to make sleep happen (which is not likely to work) we can be a trainspotter of the mind, which reduces the struggle to control thoughts and allows sleep to emerge.

Open Pages: Clinical Handbook of Psychology

The American Psychological Association recently released the 20th publication in the APA Handbooks in Psychology® series. The five volumes of the APA Handbook of Clinical Psychology actively reflect the state of the art in clinical psychology—science, practice, research, theory, and training—and comprehensively cover our multifaceted and vibrant discipline. Each volume surveys different areas of the largest subfield of psychology:

handbook clinical psych

  1. Clinical Psychology: Roots and Branches;
  1. Clinical Psychology: Theory and Research;
  1. Clinical Psychology: Applications and Methods;
  1. Clinical Psychology: Psychopathology and Health; and
  1. Clinical Psychology: Education and Profession. (Norcross, VandenBos, & Freedheim, 2016).

In this excerpt from the Introduction to the Handbook, the Editors-in-Chief describe their guiding principles:

Throughout the five volumes, authors were asked to infuse their chapters with three themes:

diversity, evidence-based practice, and international contributions. Contributors were asked to mind this tripartite commitment as they considered potential coauthors and drafted their chapters. These superordinate themes are evidenced in content, contributors, and citations throughout the handbook.

Diversity has become a cardinal feature of contemporary clinical psychology. It has been incorporated in word, if not always deed, into the teaching curriculum, into practice guidelines, into theoretical revisions, into research conventions, and into professional ethics. For the purposes of this handbook, we have adapted the APA ethics definition of diversity as referring to age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic status, and other facets of personal identity and their intersections (APA, 2010).

Evidence-based practice (EBP) in psychology refers to the integration of the best available research with clinical expertise in the context of patient characteristics, culture, and preferences (APA Presidential Task Force on Evidence-Based Practice, 2006). EBP is a global juggernaut requiring solid research evidence to guide practice and training. Properly conceptualized, however, EBP does not end with the research results; it begins with research findings integrated with the psychologist’s expertise and then tailored to the unique patient. EBP requires all three legs. Clinical psychologists have largely embraced the properly conceptualized version of EBP because it collaboratively integrates the researcher, the psychologist, and the client.

International or global aptly characterizes the state of clinical psychology. Whereas in the 1960s there were probably more psychologists in the United States than in all other nations combined, this is assuredly not the case today. No more than a quarter of all psychologists are now located within the borders of the United States (APA Office of International Affairs, 2015). Contributors were asked to incorporate research, theory, and practice from throughout the world into their respective chapters. In several instances, we commissioned entire chapters to address the international scene; Volume 5, for example, has a chapter devoted to educational paths around the world and another to professional ethics around the world.

—from “Introduction to the Handbook,” pp. xxiii–xxiv, in APA Handbook of Clinical Psychology (Vol 1) by John C. Norcross, Gary R. VandenBos, and Donald K. Freedheim (Editors-in-Chief). Copyright © 2016 by the American Psychological Association. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, including, but not limited to, the process of scanning and digitization, or stored in a database or retrieval system, without the prior written permission of the publisher.

Clara Hill on Consensual Qualitative Research

Clara E. Hill PhD is a professor of counseling psychology at the University of Maryland in College Park and one of the nation’s premier research psychologists. A former president of the Society for Psychotherapy Research, Dr. Hill is a recipient of the Society for the Advancement of Psychotherapy‘s Distinguished Psychologist Award.  She has authored or edited eleven books on psychotherapy and psychotherapy research, including the seminal textbook Helping Skills: Facilitating Exploration, Insight, and Action, now in its fourth edition .

In the video interview below, Dr. Hill discusses her book Consensual Qualitative Research: A Practical Resource for Investigating Social Science Phenomena, published by APA Books in 2012.  Consensual Qualitative Research, or CQR, is an inductive research method characterized by open-ended interview questions, small samples, a reliance on words over numbers, an emphasis on context, the integration of multiple viewpoints, and coming to a consensus within the research team. Hill discusses her motivations for writing Consensual Qualitative Research, and briefly describes the key attributes and comparative strengths of an approach that can generate rich descriptions of inner experiences, attitudes, and convictions.

A transcript of this video is available here.

Note: The opinions expressed in this interview are those of the authors and should not be taken to represent the official views or policies of the American Psychological Association.

Autism and Language

RKelaher by Chris Kelaher

In recent decades the number of children being diagnosed with autism spectrum disorder (ASD) has increased substantially. While the reason(s) for this increase and the best course of action are still in debate, there has been a considerable increase in public awareness of the condition, thanks in part to organizations such as Autism Speaks and the Autism Society, as well as institutions such as Autism Awareness Month.

language-autismSocial interaction deficit and language impairment are common characteristics of ASD. But the precise nature of this disorder’s impact on language development is not well understood. Innovative Investigations of Language in Autism Spectrum Disorder, a recent release from APA Books that is part of the Language and Human Lifespan Series, a collaboration between APA Books and DeGruyter Mouton, will help psychologists, linguists, sociologists, and neuroscientists better understand the complicated relationship between autism and language.

Led by developmental psychologist Letitia R. Naigles of the University of Connecticut, contributors to Innovative Investigations come from a range of fields. Examining both spoken and written domains of communication, they employ innovative techniques to explore the language-ASD relationship. Is the variability of language development and use seen in children with ASD the function of a specific language, so that some linguistic domains are more vulnerable to ASD than others? Or is the variability a function of the individual, such that some characteristics predispose those with ASD to have varying levels of difficulty with language? Naigles and her colleagues provide detailed information about language development, processing, and production among children diagnosed with ASD.

APA Books is no stranger to this topic. Related titles include 2014’s Autism Spectrum Disorder in Children and Adolescents: Evidence-Based Assessment and Intervention in Schools (edited by Lee Wilkinson) and V. Mark Durand’s Autism Spectrum Disorder: A Clinical Guide for General Practitioners (2014).

 

all-my-stripesMagination Press, APA’s children’s book imprint, published Russell’s World: A Story for Kids about Autism in 2011, and in 2015 Magination released All My Stripes: A Story for Children With Autism.

 

APA Videos on the topic include 2006’s Autism Spectrum Disorders, in which Dr. James A. Mulick demonstrates his approach to counseling children with autism and related disorders, such as Asperger’s. More recently, in 2015, APA Videos produced Parents of Children with Autism Spectrum Disorder, in which Durand (University of South Florida St. Petersburg) demonstrates his positive parenting approach to working with mothers and fathers of children who have been diagnosed with ASD.