? Ebook Methods in Psychological Research, by Annabel Ness Evans, Bryan J. Rooney

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Annabel Ness Evans and Bryan J. Rooney provide an applied approach in this thoroughly updated second edition of Methods of Psychological Research. The authors continue to rely on student feedback from their extensive classroom experience to insure both accessibility and relevance. End-of-chapter FAQs and projects complement the in-text exercises and art to develop a refreshingly realistic methodology.

• Sales Rank: #1012796 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-07-20
• Original language: English
• Number of items: 1
• Dimensions: .90" h x 7.30" w x 9.00" l, 1.55 pounds
• Binding: Paperback
• 408 pages

Features

• Used Book in Good Condition

About the Author

Annabel Ness Evans received her Ph.D. in Cognitive Psychology from the University of Alberta. She is currently Professor and Chair of the Department of Psychology at Concordia University College of Alberta. She teaches courses in statistics and directs the B.A. programs in psychology. Her other books are Principles of Behavior Analysis, co-authored with Lyle Grant (PH, 1994) and Methods in Psychological Research, Third Edition (SAGE, 2013). She also does outside consulting which includes graphic design and statistical analysis.

Bryan J. Rooney received his Ph.D. in Physiological Psychology from Carleton University in 1994. He is currently an Assistant Professor of Psychology at Concordia University College of Alberta, where he began teaching while a Ph.D. candidate in 1995. In addition to his work at Concordia, he also teaches at the University of Alberta and does statistical and research consulting and volunteers for Habitat for Humanity. He regularly teaches the introductory Research Methods and Statistics courses as well as courses on Introductory Psychology, Brain & Behavior, Sensation and Perception, and Neurobiology of Learning and Memory. He is an active member of APA Division 2 (Society for the Teaching of Psychology), the Society for Neuroscience, the Canadian Society for Brain, Behavior & Cognitive Science, and the International Brain Research Organization.

Most helpful customer reviews

4 of 4 people found the following review helpful.
**WARNING****AVOID KINDLE VERSION FOR NOW - MISSING SECTIONS
By Dan Litov
Example: Chapter one of the paper textbook includes reference to 'Personal Experience' as a source of information. Where is that in the kindle edition? Nowhere to be found!

For students, this could be a disaster if their professor pulls test questions from the paper edition.

1 of 2 people found the following review helpful.
Good
By Candice Richardson
The methods in psychologocial research book came on time for my college class and it was in very good conditioned.

2 of 4 people found the following review helpful.
For my Grad School program
By dmac
Eh... what can I say... its a book for school, how good can it be. Overall the book was a halfway decent read but boring... as most school books can be. I like to purchase my books for later use as reference materials for writing papers, projects, etc. Absolutely not worth the money however. Way too over charged but Amazon.com has to be, by far, the best place to get used/new text books that I know of.

See all 5 customer reviews...

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Learn how successful principals make a difference in their school’s performance!

Based on a ground-breaking study and numerous firsthand accounts, this illuminating book captures unique perspectives from 20 outstanding principals, representing a wide range of urban and rural schools. This resource includes:

• The nine personal characteristics that help principals lead high-performing schools 
• Practical strategies for balancing both administrative responsibilities and instructional leadership
• Guidance on using a systems-development approach to support excellence at every level 
• Discussion of the use of research and data for school improvement
• Tips and suggestions from effective principals, along with recommended resources for further learning

• Sales Rank: #762616 in Books
• Brand: Corwin
• Published on: 2010-03-30
• Original language: English
• Number of items: 1
• Dimensions: 11.02" h x .51" w x 8.50" l, 1.45 pounds
• Binding: Paperback
• 240 pages

Features

• Describes the key characteristics of extraordinary principals and high-performing schools, including
• Focuses on how principals balance both administrative responsibilities and instructional leadership
• Shows how to actively involve teachers, staff, and families in school improvement, including
• Addresses the role of research and data in stronger schoolwide performance
• Offers tips and suggestions from highly regarded principals, along with recommended resources for

Review
"A practical, useful, easy-to-read resource that I will keep on the edge of my desk as a reference. The book is filled with excellent and useful information and serves as both a concise summary of focal points for principals as well as a resource for additional information.” (Kari Dahlquist, Principal 2009-09-21)

“All school administrators who want their school to become a high-performing school have to read this book. It is transformational!” (Sean Beggin, Assistant Principal 2009-09-21)

"An unrelenting study of the factors that contribute to major school improvement. The resources in this book are timeless, and you will find yourself going back to them again and again.” (Roxanne Cardona, Principal 2009-09-21)

About the Author

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse.

Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006).

Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.

Joseph Blase is a professor of educational administration at the University of Georgia. Since receiving his Ph.D. in 1980 from Syracuse University, his research has focused on school reform, transformational leadership, the micropolitics of education, principal-teacher relationships, and the work lives of teachers. His work concentrating on school-level micropolitics received the 1988 Davis Memorial Award given by the University Council for Educational Administration, and his coauthored article published in the Journal of Educational Administration won the W. G. Walker 2000 Award for Excellence. In 1999 he was recognized as an elite scholar, one of the 50 Most Productive and Influential Scholars of Educational Administration in the world. Blase’s books include The Politics of Life in Schools: Power, Conflict, and Cooperation (winner of the 1994 Critic’s Choice Award sponsored by the American Education Studies Association), Bringing Out the Best in Teachers (1994, 2000, 2008); The Micropolitics of Educational Leadership (1995), Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006). His recent research (coauthored with Jo Blase and Du Fengning, 2008), a national study of principal mistreatment of teachers, appeared in The Journal of Educational Administration. Professor Blase has published over 120 academic articles, chapters, and books.

Dana Yon Phillips, Ed.D. is a middle school administrator and former elementary school administrator in Georgia, part-time Assistant Professor at the University of Georgia, and part-time Instructor for Piedmont College. She completed her Ed.D. in Educational Leadership at the University of Georgia in 2004, where she focused on shared governance, instructional leadership, and teacher leadership. She now teaches organizational leadership, change for school improvement, and ethics at the University of Georgia.

During 1999 and 2000, Phillips produced and was host of School Talk, a weekly cable television program exploring educational trends and issues with school leaders. In 2003 she delivered a paper on the topic of “parental involvement” at the National School Reform Conference. Prior to her return to the field of education in 2000, Dr. Phillips owned and operated a nursing home management company for 26 years. Recognized as a service-oriented organizational leader, Dr. Phillips also provided management consulting services and conducted numerous seminars and workshops on topics such as staff development and training, operational policies and procedures, and federal and state long-term health care requirements for trade associations and nursing home and assisted living facilities. She is author of Policies and Procedures for Long-term Health Care Facilities (1993) and Manual of Staff Orientation and Training for Long-Term Health Care Facilities (1994).

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
Book is in great shape! Better than I expected

1 of 1 people found the following review helpful.
Wonderful book for prospective school administrators
By C L Vincent
This book is wonderful.

I took a masters' degree program for administration (Educational Leadership)in the summer of 2012, and this was the main text for this class. This book gives the reasons why high performing schools are successful with quotes from successful administrators at the elementary, middle, and high school level.

It is a very quick read, and the class really enjoyed this book. If you are thinking about administration as a career, BUY THIS BOOK.

0 of 0 people found the following review helpful.
Real-world strategies and best practices accompany a focus on how principals balance leadership responsibilities
By Midwest Book Review
Jo Blase, Joseph Blase and Dana Yon Phillips' HANDBOOK OF SCHOOL IMPROVEMENT: HOW HIGH-PERFORMING PRINCIPALS CREATE HIGH-PERFORMING SCHOOLS is written by experts in school improvement and provides a guide with unique perspectives from 20 successful principals representing a range of urban and rural schools. Real-world strategies and best practices accompany a focus on how principals balance leadership responsibilities and actively involve teachers and families in the school environment.

See all 7 customer reviews...

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>> Download Ebook Reason & Rigor: How Conceptual Frameworks Guide Research, by Sharon M. Ravitch, J. (John) Matthew (Matt) Riggan

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Designed for novice as well as more experienced researchers embarking on a thesis or dissertation, as well as those advising them, this book presents conceptual frameworks as a mechanism for aligning literature review, research design, and methodology. Defined as an argument about why the topic of a study matters, and why the methods proposed to study it are appropriate and rigorous, the book explores the conceptual framework as both a process and a framework that helps to direct and ground researchers as they work through common research challenges.

• Sales Rank: #94748 in Books
• Published on: 2011-09-15
• Released on: 2011-09-27
• Original language: English
• Number of items: 1
• Dimensions: 9.13" h x .46" w x 7.38" l, .70 pounds
• Binding: Paperback
• 200 pages

Review
In clear prose with numerous examples and questions, Ravitch and Riggan shepherd their readers through the challenging process of understanding, creating, and using conceptual frameworks for their research. I don’t know of a better guide for this process. (Joseph Maxwell 2011-08-26)

This text takes examples of some of the best qualitative and quantitative research and, with clear and straightforward prose, uses them to illuminate a challenging subject. (Kathleen Gershman 2011-08-26)

About the Author

Sharon M. Ravitch, Ph.D. is a Senior Lecturer at the University of Pennsylvania’s Graduate School of Education where she is Research Co-Director at the Center for the Study of Boys’ and Girls’ Lives and a Founding Co-Director of Penn’s Inter-American Educational Leadership Network. She serves as the Principal Investigator of Semillas Digitales (Digital Seeds) a multi-year applied development research initiative in Nicaragua (http://www2.gse.upenn.edu/nicaragua/).

Ravitch’s research integrates across the fields of qualitative research, education, applied development, cultural anthropology, and human development and has four main strands: (1) Practitioner Research as a means to engendering sustainable professional and institutional development and innovation; (2) International applied development research that works from participatory and action research approaches (projects currently in the US, Nicaragua, and India); (3) Ethnographic and participatory evaluation research; and (4) Leader education and professional development.

Ravitch has published three books: Reason and Rigor: How Conceptual Frameworks Guide Research (with Matthew Riggan, Sage Publications, 2012); School Counseling Principles: Diversity and Multiculturalism (American School Counselor Association Press, 2006) and Matters of Interpretation: Reciprocal Transformation in Therapeutic and Developmental Relationships with Youth (with Michael Nakkula, Jossey-Bass, 1998).

Ravitch earned two master’s degrees from Harvard University in Human Development and Psychology and in Education and a doctorate from the University of Pennsylvania in an interdisciplinary program that combined anthropology, sociology, and education. 

Matthew Riggan, Ph.D., is a Senior Researcher at the Consortium for Policy Research in Education at the University of Pennsylvania, and an Adjunct Assistant Professor in Penn’s Graduate School of Education. His current research focuses on formative assessment in elementary mathematics; assessing analytic and problem-solving skills for postsecondary readiness; systemic reform to support science, technology, engineering and mathematics (STEM) education; and factors supporting or undermining the scale-up of promising reforms in urban school districts. He teaches courses in qualitative research design, data collection, and analysis, and has worked extensively on developing qualitative and mixed methods approaches to program theory evaluation and analysis of video data. He holds a doctorate in Anthropology and Education from the University of Pennsylvania.

Most helpful customer reviews

5 of 6 people found the following review helpful.
A must read if you want to know about Conceptual Frameworks
By Mustafa
In my research on leadership and trust in school organizations, I have wrestled with the "iceberg" that is leadership and the "iceberg" that is trust. How exactly did leadership and trust manifest in schooling environments? How were the two interrelated? To what extent?

Sharon Ravitch and Matthew Riggan's book, Reason and Rigor: How Conceptual Frameworks Guide Research, helped my research to organize a cross-pollination strategy in elucidation not only of how to better identify leadership and trust in schools but also how the two might interrelate conceptually and in practice. This book is a must read.

1 of 1 people found the following review helpful.
An excellent book about conceptual frameworks and research resign
By Nicole
I first read this book as a first-year doctoral student, and the book completely changed how I approached my doctoral studies! I frequently refer back to the book for guidance in both my coursework and when designing and conducting research studies. Reason and Rigor is an incredibly helpful and insightful text.

Ravitch and Riggan provide not only a clear definition of a conceptual framework (and a rationale for that definition), but also they describe how a conceptual framework impacts the entire research process through concrete examples that employ different methodological approaches.

Reason and Rigor served as a guide for my first pilot research study as well as for subsequent studies. The authors clearly articulate how all of the different decisions involved in a research study must be purposeful and justified. Additionally, the examples that Ravitch and Riggan discuss are helpful for underscoring how the conceptual framework guides and informs these decisions throughout the research process.

I highly recommend this book!

2 of 2 people found the following review helpful.
Excellent Guide When Initiating a Research Project
By Michael Reichert
I run a university-school research collaborative that trains student teams to conduct their own Youth Participatory Action Research (YPAR) studies of school experience and culture, The most important thing we can teach the students who train with us is how each step of a research process influences the ones that follow. What Sharon Ravitch and Matt Riggan have done so well in their timely and helpful book is to make a practical and compelling case for the integrated nature of the choices researchers make - from topic to question to methods to analysis and interpretation - and the importance of making these choices in self-conscious ways that relate the research topic to a larger intellectual and methodological conversation. Such a perspective reminds researchers that we are, indeed, part of a community of meaning-makers and that our projects fit into a larger pattern of understanding. I am grateful that we have such an excellent resource to refer students to.

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Our Social World, Condensed Version
In this brief text, two leaders of the Teaching Sociology movement encourage students’ development of their sociological imaginations through role-taking. Assuming the role of a child living in poverty in India or of a member of an African tribe, students learn to re-envision their global society. An innovative, integrated framework provides core sociological concepts, while features such as Contributing to Our Social World enable students to “do” public sociology. Our Social World: Condensed Version presents the perspective of students living in the larger global world.

The Engaged Sociologist, Third Edition
This concise text carries the public sociology movement into the classroom and teaches students to think sociologically, to develop a sociological eye, and to use sociological tools to become effective participants in a democratic society. Students gain hands-on training in sociology while experiencing civic engagement within their own communities.

• Sales Rank: #4615685 in Books
• Published on: 2010-03-10
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: 1.10" h x 8.30" w x 10.70" l, 2.95 pounds
• Binding: Paperback

About the Author

Jeanne H. Ballantine is professor of sociology at Wright State University in Dayton, Ohio. She received an MA from Columbia University and a PhD from Indiana University, with a specialty in sociology of education. She has been teaching and writing for more than 30 years and has written or coauthored several texts, including Sociology of Education: A Systematic Analysis, Teaching Sociology of Education, Sociological Footprints, and Our Social World: Introduction to Sociology. She has also published in other areas, including gender and teaching of sociology, and has been an active member of sociology of education organizations, including the ASA Section on Sociology of Education, the American Educational Research Association (AERA), and the International Sociological Association (ISA) Research Committee on Sociology of Education. She has won numerous awards, including the ASA Distinguished Contributions to Teaching Award.

Kathleen Odell Korgen, PhD, is Professor of Sociology at William Paterson University in Wayne, New Jersey. Her primary areas of specialization are race relations, racial identity, and public sociology. She has conducted trainings in corporate and campus settings on issues of diversity.

Dr. Korgen’s published work on race relations and racial identity includes Crossing the Racial Divide: Close Friendships Between Black and White Americans (2002) and From Black to Biracial: Transforming Racial Identity Among Americans (1998, 1999).

Raised in Massachusetts, Dr. Korgen now lives in Montclair, New Jersey, with her husband, Jeff; daughters Julie and Jessica; and her mother, Patricia.

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Introduction to Corrections provides students with an understanding of basic concepts in the field of corrections. Designed for introductory corrections courses in criminal justice programs at two- and four-year schools, for both traditional ground and online settings, it offers comprehensive coverage of both institutional and community corrections, with particular emphasis on the perspective of the practitioner. Students taking corrections classes often have wild misconceptions about prison work and the corrections environment – misconceptions typically derived from movies and the news, and even current textbooks. In this new text, Robert Hanser uses his own on-the-ground experience to colorfully explain how the corrections system actually works, and what it's like to be a part of it.

• Sales Rank: #69294 in Books
• Published on: 2012-10-18
• Ingredients: Example Ingredients
• Original language: English
• Number of items: 1
• Dimensions: .90" h x 8.40" w x 10.80" l, 2.60 pounds
• Binding: Paperback
• 600 pages

Review
“What I most like about it is that it conveys the author’s experiences in corrections. It comes across that author worked corrections and cares about the topic. It is (therefore) not as dry as the typical textbook. At the same time, it is not simply a memoir or personal experience. The author relies enough on current literature and data that it is an authoritative textbook.” Robert Hormant, U. of Detroit (Robert Hormant)

“I liked what I read and would be interested in seeing a copy of the completed text. It is very comprehensive in its coverage and should provide a wealth of information for those students who are genuinely interested in corrections. The pedagogical features are well-done and truly add some value to the topics. I can’t imagine any further embellishments on these. Also, the chapter organization is one of the best I have seen.” Michael Montgomery, Tennessee State University (Michael Montgomery)

“I think the text is great! I would seriously consider adopting the text for my course. It is very thorough, covers the right topics, and is well-written. I am excited to see the finished product!” Kristie Blevins, Eastern Kentucky University (Kristie Blevins)

“Overall, I found the text to be well written and well organized. Also, the majority of aspects that I read were up do date. I particularly liked the applied exercises and I believe I would use them regularly in in-class discussions. Further, the cross-national components were great. That is something that you don’t regularly get much detail on and the students will really enjoy learning about corrections abroad.” Danielle McDonald, Northern Kentucky University (Danielle McDonald)

Great book! This is the kind of book I was waiting for. The full correctional experience that covers the clients-offenders-inmates and staff working in the field. (Gabriel Kovnator)

About the Author

Robert Hanser is the Associate Director of the School of Social Sciences and the Coordinator of the Department of Criminal Justice at the University of Louisiana at Monroe. Dr. Hanser has an extensive background in treatment provision and administration. He sits on the 4th Judicial District's Youth Services Planning Board and also serves on regional advisory councils and community boards related to juvenile services for substance abuse and mental health treatment programming. He is a National Certified Counselor, a Licensed Professional Counselor in the states of Louisiana and Texas, a Licensed Addiction Counselor, and a Certified Anger Management Therapist.

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In the 3rd edition of Methods of Family Research, authors Theodore N. Greenstein and Shannon N. Davis continue to help students better understand the research results they encounter in doing family research. Using real-life examples to illustrate important concepts that family researchers encounter regularly, the text covers traditional quantitative methods, qualitative methods, and the mixed-method approach. Written in a clear, concise style, this book differs from other research methods texts, which focus on teaching students how to produce research, by teaching them how to consume research in a sophisticated, effective manner. The book introduces the basic concepts of social science research methods without excessive technical details.

• Sales Rank: #635605 in Books
• Published on: 2012-07-16
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .70" w x 5.90" l, .65 pounds
• Binding: Paperback
• 224 pages

About the Author
Theodore N. Greenstein is a father, husband, teacher, author, and researcher.  He is currently Associate Professor of Sociology at North Carolina State University.  He received his Ph.D. in Sociology from Washington State University and has been teaching sociology of the family, research methods, and statistics since 1976.  His research program focuses on the intersection of work and family.  His publications on the division of household labor, marital stability, and the effects of maternal employment on child well-being have appeared in Social Forces, the Journal of Marriage and Family, the Journal of Family Issues, and the Journal of Comparative Family Studies.  He is a member of the American Sociological Association, the Southern Sociological Society, the Council on Contemporary Families, and the National Council on Family Relations.

Professor Davis was born and raised in Charlotte, NC. She received her BA in Sociology in 1997 with distinction as an Undergraduate Research Scholar from the University of North Carolina at Asheville.  She received her Ph.D. in Sociology in 2004 from the Department of Sociology and Anthropology at North Carolina State University.  She also spent two years as a Postdoctoral Scholar at the Carolina Population Center at the University of North Carolina at Chapel Hill. 

Professor Davis' research has two foci.  One vein of her work focuses on the creation of families and the negotiation of family life.  Specifically, she is interested in how family members negotiate the intersection of paid and unpaid work in their daily lives and how gender inequality is reproduced in families.  Recently, she began investigating the ways married couples are responding to the recent economic recession, and how these responses facilitate and undermine gender equality.

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0 of 0 people found the following review helpful.
Excellent book for graduate research methods
By Wilmo07
Used this as a secondary book for graduate research methods. It's clear, concise, and a breeze to read. Definitely recommend.

0 of 0 people found the following review helpful.
Addition to Research
By Kay
This text was a nice addition to the Greenstein text on Family Research. I keep it on my shelf for reference.

0 of 1 people found the following review helpful.
wrong book
By Alexis Blankenship
wrong book was sent to me

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A key supplement for courses on multicultural counseling, this book is a practical volume that will help faculty and students see demonstrations of multicultural counseling in practice. The text covers evidence-based practices for working with five major ethnic groups, while weaving in other factors such as gender, disability, sexuality, and more. Each chapter has two case studies by an invited expert who also provides commentary and lessons drawing upon each case.

• Sales Rank: #730538 in Books
• Published on: 2011-01-24
• Original language: English
• Number of items: 1
• Dimensions: 9.70" h x .65" w x 7.34" l, 1.20 pounds
• Binding: Paperback
• 392 pages

Review
"This text is practice and evidence-based. This will be one of the first texts to actually bridge the gaps between awareness, knowledge and (research based) practice. We all know the importance of training our students to become culturally competent practitioners but our texts don’t demonstrate how to skillfully effect therapeutic change. The case examples are going to really make this text notable. Professional therapists and scholars are going to share firsthand experiences with working with the culturally diverse groups. More importantly, they are going to introduce their theoretical orientation AND walk the reader through the tenets of the Culturally Adaptive Model so that the reader conceptualizes the client’s issues – and helps the client resolve his/her issues." (Shunda Brown)

"The emphasis of this text on practitioner self-awareness, knowledge of diverse groups, practice-based evidence, and the proposed cases of practice-based evidence approaches with various ethnocultural populations will be very valuable. It fills an important gap in the current materials available for multicultural counseling courses." (Donna Dockery)

"The text description clearly identifies the benefits to masters’ level graduate students. It would be a valuable supplemental text for a masters’ level introductory course in cross/multi cultural counseling. It is also likely to be useful as a stand- alone for text the broader audience of doctoral students and professional development training for practitioners." (Yvonne Callaway)

About the Author
Miguel E. Gallardo, PsyD: Associate Professor of Psychology at Pepperdine University's Graduate School of Education and Psychology, where he teaches courses on multicultural and social justice, intimate partner violence and professional practice issues. Dr. Gallardo is also licensed psychologist and maintains an independent/consultation practice where he conducts therapy with adolescents and adults. His areas of scholarship and research interests include understanding the psychotherapy process when working with ethnocultural communities, particularly the Latina/o community and in understanding the processes by which individuals develop cultural awareness and responsiveness. Dr. Gallardo has published referred journal articles and book chapters in the areas of Latina/o psychology, ethics and evidence-based practices. He co-edited the book, Intersections of Multiple Identities: A Casebook of Evidence-Based Practices with Diverse Populations published in 2009. Dr. Gallardo also conducts continuing education workshops and professional trainings in the areas of culturally responsive therapy with diverse communities, multicultural organizational development and Latina/o mental health throughout the state and country. Dr. Gallardo is past-president of the California Psychological Association (CPA). He is one of the founders and served as the first president of the California Latino Psychological Association and continues to serve on their board of directors. He has been honored for his dedication and commitment to the field of psychology locally, statewide and nationally. Dr. Gallardo is a Fellow of the American Psychological Association.

Christine J. Yeh, Ph.D.: Professor and Chair, Department of Counseling, School of Education, University of San Francisco. Dr. Yeh received her B.A. in Psychology from Swarthmore College, her Masters Degree in Human Development from Harvard University, and her Ph.D. in Counseling Psychology from Stanford University. From 1998-2006, Dr. Yeh was an Assistant/Associate Professor at Teachers College, Columbia University. She has more than 50 publications in the areas of poverty, racism, social justice, ethnic identity, cultural adjustment, mental health use, and school-based intervention programs for culturally diverse children and youth. She is co-author of the Handbook of School Counseling (2008; Taylor & Francis Publishers). She has received grants from the NIMH, Spencer Foundation, Robert Wood Johnson Foundation, Carnegie Foundation, Rose Foundation, and was recently Principal Investigator of a 5-year NIMH grant examining the cultural adjustment, academic achievement, and mental health of low-income, immigrant students. She is on several Editorial Boards including Journal of Counseling Psychology, Training and Education in Professional Psychology, and Asian American Psychology. She is the recipient of several academic honors and awards including: the American Educational Research Association Outstanding Research Award (2009), the American Psychological Association Community Service Award (2007), Asian American Psychological Association Community Leadership Award (2006), the American Counseling Association Award for Outstanding Research (2006), and five outstanding teaching awards from Columbia University.

Joseph E. Trimble, a distinguished university professor and professor of psychology at Western Washington University, is a president’s professor at the Center for Alaska Native Health Research at the University of Alaska Fairbanks. He has written over 140 publications on multicultural topics in psychology, including 19 books. Trimble’s excellence in teaching and research awards for his work in the field of multicultural psychology include: the Janet E. Helms Award for Mentoring and Scholarship in Professional Psychology; the Distinguished Elder Award from the National Multicultural Conference and Summit; the Henry Tomes Award for Distinguished Contributions to the Advancement of Ethnic Minority Psychology; the International Lifetime Achievement Award for Multicultural and Diversity Counseling awarded by the University of Toronto's Ontario Institute for Studies in Education; the 2013 Francis J. Bonner, MD Award from the Department of Psychiatry at Massachusetts General Hospital; and the 2013 Elizabeth Hurlock Beckman Award.

Thomas A. Parham, Ph.D.: Dr. Thomas A. Parham is Assistant Vice Chancellor for Counseling and Health Services and an adjunct faculty member at the University of California, Irvine. Dr. Parham is a Past President and Distinguished Psychologist of the National Association of Black Psychologists (ABPsi), a Past President of the Association for Multicultural Counseling and Development (a division of ACA), and a Fellow in both the American Psychological Association, as well as ACA.

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Culturally Adaptive Counseling Skills
By Martin
"Culturally Adaptive Counseling Skills: Demonstrations of Evidence-Based Practices" (2012) is written by a team of multicultural stars: Miguel E. Gallardo, Christine J. Yeh, Joseph E. Trimble and Thomas A. Parham who provide a significant contribution to the cultural and psychotherapeutic literature. The book starts by presenting in a clear and concise manner Parham's Skills Identification Stage Model (SISM) which was first developed for African American Clients. In this text the SISM is extended to other ethnic minorities and racial groups (e.g., Latinos, Middle Eastern Americans, Pacific Islanders). A significant strength of the chapters in this book is the clinical examples. One of my favorite clinical illustrations describes a group of clients in recovery from psychoactive substance addiction that were instrumental in helping the community of South Central Los Angeles recover from the devastation caused by the 1994 earthquake. Illustrations such as these allow the readers to see how SISM principles are translated into action. The chapters are also written very clearly and sincerely. The authors are consistently able to note challenging areas that have yet not been addressed by their model or the cultural literature. The text even includes an important chapter by Dr. Janet Helms in which she not only underscores strengths of the SISM but also its limitations. In short, I have no doubt that this is a crucial text that will benefit any mental health provider who works with ethnic minorities become a significantly better clinician. Martin La Roche, Ph.D.

0 of 0 people found the following review helpful.
Five Stars
By Krystine Jackson
A+

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The Second Edition of Family Resource Management unlocks the complexity of family decision making for students, enabling them to grasp both the concepts and the underlying explanations of family behavior. Authors Tami James Moore and Sylvia M. Asay have provided a strong theoretical base to facilitate both understanding and retention and have organized the text to parallel the decision-making process employed by professionals. As a result, it includes sections on introduction to the study of family resource management, identification of family needs, understanding resources available to families in differing socioeconomic circumstances, evaluating alternatives and making choices, and implementing and evaluating decisions.

• Sales Rank: #497178 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2012-07-17
• Original language: English
• Number of items: 1
• Dimensions: 9.40" h x .50" w x 7.20" l, 1.70 pounds
• Binding: Hardcover
• 408 pages

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• Used Book in Good Condition

About the Author

Tami James Moore, Ph.D., CFLE, is an Professor of Family Studies at the University of Nebraska at Kearney. She received her Ph.D. in Curriculum and Instruction from the University of Nebraska, Lincoln, in 1995. She is a Certified Family Life Educator through the National Council on Family Relations. She has more than 20 years of post-secondary teaching experience and has taught the Family Resource Management course for the past 10 years.

Sylvia M. Asay, Ph.D., CFLE, is a Professor of Family Studies and Chair of the Family Studies and Interior Design Department at the University of Nebraska, Kearney. She received her Ph.D. in Community and Human Resources at the University of Nebraska, Lincoln, in 1998 and received her Certified Family Life Educator credentials through the National Council on Family Relations. As a post-secondary educator, she has taught a wide range of courses including Marriage and Family Relationships, Cross-Cultural Family Patterns, Families in Crisis, and Family Resource Management. Her authored books include Strong Families Around the World: Strengths-Based Research and Practice (Haworth) and Family Resource Management (SAGE).

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Good Condition
By Valerie M. Campbell
I ordered this textbook for a course I am taking over the summer. The book is in great condition, except for what looks like some water stains on the back cover. Nothing inside the book was damaged due to the water, so I am OK with that. The book also arrived very quickly.

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... needed for class but it has a lot of useful information in it that you can use outside of ...
By Christina B.
This is the book I needed for class but it has a lot of useful information in it that you can use outside of class as well. I've kept it as a reference.

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Yes!
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Financial management is a must in today's world.

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# Free Ebook Issues in Peace and Conflict Studies: Selections From CQ ResearcherFrom Brand: SAGE Publications, Inc

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Do nation-states have a "Responsibility to Protect"? Can countries heal after atrocities? Who should clean up after conflicts end? These questions―and many more―are at the heart of peace and conflict studies. This collection aims to promote in-depth discussion, facilitate further research and help readers formulate their own positions on crucial issues. It is intended to be a supplement for courses in peace and conflict studies that are offered in departments of psychology, sociology, anthropology, political science, and across all social science disciplines.

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• Sales Rank: #4704018 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-10-12
• Original language: English
• Number of items: 1
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